目的 探讨基于急腹症临床场景构建局部解剖学与普通外科学有机融合教学模式的方法及应用效果。方法 选取北京协和医学院2019~2021级临床医学八年制学生（24名）为研究对象，在局部解剖学教学基础上引入普通外科急腹症典型临床场景，构建 “病例导入-解剖筑基-情景模拟-技能递进” 融合教学模式。由局部解剖学教师、基本外科学教师及急诊科学教师联合设计教学内容。课程结束后，采用满意度评分表及问卷调查进行教学效果评价和反馈。结果 授课后，学生对急腹症相关解剖学与外科学知识的掌握、理解和应用能力有所提高。问卷调查显示，绝大多数学生(>87%)认为，本融合教学法有助于加深对急腹症相关解剖学与外科学知识的理解和掌握，提升团队协作能力，调动学习兴趣与主动性，提高临床思辨和逻辑分析能力。结论 基于急腹症临床场景构建的局部解剖学与普通外科学融合教学模式，有助于推动解剖学教学由结构记忆向临床应用的转变，提高医学生对腹部局部解剖结构的空间认知水平、临床问题分析能力及急腹症相关临床思维能力，具有较好的教学应用价值和推广前景。

Objective To explore the method  for constructing an integrated teaching model of regional anatomy and general surgery based on clinical scenarios of acute abdominal pain, and to evaluate its application effectiveness. Methods The clinical medicine undergraduates(n=24) of Peking Union Medical College enrolled from 2019 to 2021 were included. Building on conventional anatomy teaching, typical clinical scenarios of acute abdominal pain in general surgery were introduced, and an integrated teaching model of “case introduction-anatomical foundation-scenario simulation-skill progression” was developed. The teaching content was jointly designed by teachers from anatomy, the Department of General Surgery, and the Department of Emergency Medicine. At the end of the course, teaching effectiveness was evaluated and feedback was collected by means of a satisfaction rating scale and questionnaire survey. Results After the course, students showed improved mastery, understanding and application of acute abdomen-related anatomical and surgical knowledge. The questionnaire survey showed that most students(>87%) considered this integrated teaching approach helpful for deepening their understanding and mastery of regional anatomy and general surgery knowledge related to acute abdominal conditions, improving teamwork ability, stimulating learning interest and initiative, and enhancing clinical reasoning and logical analysis skills. Conclusion The integrated teaching model of regional anatomy and general surgery based on clinical scenarios of acute abdominal pain facilitates a shift in anatomy teaching from structural memorization to clinical application, and enhances medical students’ spatial understanding of regional abdominal anatomy, clinical problem-solving ability, and clinical reasoning in acute abdominal pain. This model has good educational value and broad potential for wider adoption.