探讨DeepSeek与传统教学相结合教学模式在医学院急诊与灾难医学教学中的应用效果。

随机抽取延安大学医学院本科3年级临床专业2个班级，根据教学方案不同随机分为传统组（n=53）和DeepSeek组（n=30）。传统组学生采用传统教学；DeepSeek组学生接受DeepSeek生成的符合教学大纲和学生实际需求的课程计划，并针对核心知识点生成题库。在学期末比较两组学生的理论教学成绩、实践技能成绩及师生满意度评价。

两组学生均在学期末进行考核并评分及教学满意度问卷调查，DeepSeek组学生在急诊绪论（82.00比74.00，Z=-7.02）、灾难医学（90.00比87.00，Z=-5.68）、生命支持（89.00比83.00，Z=-7.03）、呼吸系统急危重病（83.00比78.00，Z=-6.23）和心血管系统急危重病（85.00比75.00，Z=-7.70）理论成绩高于传统组（P<0.05）；DeepSeek组学生实践技能中的气管插管（4.53±0.63比3.85±0.66，t=4.59）和深静脉穿刺（4.46±0.72比3.75±0.70，t=4.39）评价显著高于传统组（P<0.05）；师生对DeepSeek教学模式的满意程度更高，差异有统计学意义（P<0.05）。

在对本科临床专业学生的急诊与灾难医学教学中，实施DeepSeek教学授课模式可以提高教学质量，发挥学生的主动性，提升师生满意度，值得推广应用。

To explore the application effect of the teaching mode of combining DeepSeek and traditional method in the emergency and disaster teaching in medical colleges.

Two classes of third-year undergraduate students majoring in clinical medicine in Yan'an University were randomly selected and divided into a traditional teaching group (n=53) and a DeepSeek teaching group (n=30) according to different teaching plans. Students in the traditional teaching group received conventional teaching methods, while those in the DeepSeek group were taught using curriculum plans generated by DeepSeek that aligned with the teaching syllabus and met students' actual needs, with question banks developed specifically for core knowledge points. At the end of the semester, the two groups were compared in terms of theoretical scores, practical skills results, and teacher-student satisfaction evaluations.

Both groups of students underwent assessments, scoring, and a teaching satisfaction questionnaire at the end of the semester. Students in the DeepSeek group achieved higher theoretical scores than those in the traditional teaching group in pre-hospital emergency care (82.00 vs 74.00, Z=-7.02), emergency symptoms (90.00 vs 87.00, Z=-5.68), life support (89.00 vs 83.00, Z=-7.03), acute and critical diseases of the respiratory system (83.00 vs 78.00, Z=-6.23), and acute and critical diseases of the cardiovascular system (85.00 vs 75.00, Z=-7.70), with statistically significant differences (P<0.05). In terms of practical skills, the DeepSeek group also received significantly higher ratings than the traditional teaching group in tracheal intubation (4.53±0.63 vs 3.85±0.66, t=4.59) and thoracic puncture (4.46±0.72 vs 3.75±0.70, t=4.39), with statistically significant differences (P<0.05). Additionally, both teachers and students expressed higher satisfaction with the DeepSeek teaching model, and the difference was statistically significant (P<0.05).

In the emergency teaching for undergraduate clinical majors, the implementation of the DeepSeek teaching model can improve teaching quality, enhance students' initiative, and increase the satisfaction of both teachers and students, making it worthy of promotion and application.