Abstract: Objective  To explore the application of multi-model teaching in improving the quality and efficiency of training in neurointerventional operation for ischemic cerebrovascular disease.
Methods  Subjects were selected as training doctors who received cerebrovascular interventional operation training in the Department of Neurology, Nanjing Drum Tower Hospital, The Affiliated Hospital of Nanjing University Medical School from January 2018 to December 2022. All training doctors received multi-model training, that is, a combination of multiple teaching methods and cross-training mode for teaching. Questionnaire survey was used to evaluate the training doctors’ satisfaction of multi-model teaching and the changes in theoretical knowledge and practical ability of intervention diagnosis and treatment before and after training. 
Results  A total of 55 training doctors were included, aged from 32 to 50 years, including 51 males (92.73%). Among them, 89.09% were satisfied with the multi-model teaching. Meanwhile, 83.64% and 85.45% of training doctors believe that multi-model teaching has stimulated their learning interest and improved self-learning abilities, respectively. After training, a significant increase in the number of training doctors who can independently complete extracranial stent implantation was achieved (41.82% vs. 12.73%, P=0.001). 
Conclusions  The muti-model teaching is an effective method to improve the quality and efficiency of training in neurointerventional operation for ischemic cerebrovascular disease.

Key words: Neurointerventional operation training for ischemic cerebrovascular disease; Multi-model teaching; Problem based learning; Case based learning; Staged training

摘要： 目的 探讨多元化教学模式在提高缺血性脑血管病介入诊疗进修医师培训质量和效率方面的应用。
方法 选择2018年1月—2022年12月在南京大学医学院附属鼓楼医院神经内科接受脑血管介入培训的进修医师为研究对象，应用多元化教学模式，即将多种教学方法融合交叉的培训模式进行教学。采用问卷调查的形式对进修医师满意度及其在培训前后介入诊疗理论知识和实践操作能力进行评估。 
结果 共纳入55名进修医师，年龄32～50岁，其中男性51名（92.73%）。89.09%的进修医师对多元化教学模式非常满意；分别有83.64%和85.45%的进修医师认为多元化教学模式激发了学习兴趣和自主学习能力。经过多元化教学模式培训后，能够独立完成颅外支架置入治疗的进修医师显著增加 (41.82% vs. 12.73%，P=0.002)。
结论 多元化教学模式是提高缺血性脑血管病介入进修医师培训质量和效率的有效手段。

关键词: 缺血性脑血管病介入培训; 多元化教学模式; 以问题为基础的教学法; 以案例为基础的教学法; 分阶段培训