目的 探索一种理想的以解剖定位为基础的蝶腭神经节穿刺技术（sphenopalatine ganglion puncture，SPGP）教学培训模式。 方法 选取2017年4月—2021年10月在首都医科大学附属北京安贞医院疼痛科学习的54名进修医生为研究对象，培训时长为1周，培训内容包括理论教学、模拟操作和临床实践3个部分。培训结束后进行理论知识和临床实践考核，通过问卷调查的形式调查这些医生对教学的满意度。后期电话回访，调查其培训后1年内和2年内独立开展SPGP技术的情况。 结果 所有进修医生均通过了理论知识和临床实践考核，理论知识平均分为（84.7±5.1）分，临床实践平均分为（82.9±5.0）分。31.5%的医生认为收益最大的培训内容为理论教学，29.6%医生认为受益最大的培训内容为模拟操作，38.9%的医生认为收益最大的培训内容为临床实践。77.8%的医生对培训模式非常满意，22.2%的医生对培训模式基本满意。83.3%的医生有信心独立开展SPGP技术。培训后第1年和第2年，分别有47名和49名医生开展了SPGP技术，且培训后2年内201～300例的开展率高于培训后1年，差异有统计学意义（P＜0.05）。 结论 学生对本中心开展的SPGP教学培训模式满意度较高；该教学培训模式可明显提升学生的理论知识和临床实践操作能力，便于其学成后顺利开展。

Objective To explore an ideal training pattern of sphenopalatine ganglion puncture technique (SPGP) based on anatomical structure. Methods A total of 54 trainee doctors finished one-week training for SPGP in Pain Department of Anesthesia Center, Beijing Anzhen Hospital, Capital Medical University from April 2017 to October 2021. The training contents included theoretical knowledge teaching, simulation operation and clinical practice. After the training, theoretical knowledge and clinical practice assessments were carried out and the doctors' satisfaction with teaching was investigated by questionnaire survey. The completed SPGP cases in 1 or 2 years were obtained through follow-up. Results All trainee doctors have passed the theoretical knowledge assessment with score (84.7±5.1) and clinical practice assessment with score (82.9±5.0); 17 doctors (31.5%) got the greatest benefit from theoretical knowledge teaching; 16 doctors (29.6%) got the greatest benefit from simulation-based teaching; 21 doctors (38.9%) got the greatest benefit from clinical practice teaching; 42 doctors (77.8%) were satisfied with the training pattern and 12 doctors (22.2%) were generally satisfied with the training pattern. Forty-five doctors (83.3%) were confident to carry out SPGP independently. forty-seven doctors (87.0%) and 49 doctors (90.7%) carried out SPGP within the first and second years after our training respectively. Compared with the first year, the completion rate of 201-300 cases was significantly higher in the second year after training (P＜0.05). Conclusion This training pattern of SPGP in our center has high satisfaction, which can significantly improve their theoretical level and clinical ability of SPGP, so as to facilitate them to successfully carry out this technique.