Standardized Residency Training Research Articles

Effectiveness of a BOPPPS Teaching Model in Standardized Training for Nephrology Resident Physicians: A Retrospective Cohort Study

Aims/Background Based on Bridge-in, Objective, Pre-assessment, Participatory learning, Post-assessment and Summary (BOPPPS), the teaching model has gained increasing attention in the field of medical education. This study aimed to evaluate the effectiveness of the BOPPPS teaching model in standardized training for nephrology residents, particularly in educating on hyperkalemia in chronic kidney disease (CKD). Methods This retrospective cohort study included students undergoing standardized training in the nephrology department at the Shanghai Traditional Chinese Medicine-Integrated Hospital Affiliated to Shanghai University of Traditional Chinese Medicine from 2021 to 2024. The observation group (n = 55) received instructions using the BOPPPS teaching model, while the control group (n = 64) was educated using the traditional teaching methods. The study evaluated learning outcomes and teaching satisfaction through theoretical and practical assessments, as well as self-assessment by the students. Results The observation group demonstrated significantly higher scores in theoretical exams and practical assessments compared to the control group (p < 0.05). Additionally, the observation group reported higher self-assessment scores (p < 0.05) and greater teaching satisfaction (p < 0.05) than the control group. Conclusion The BOPPPS teaching model is an effective approach to enhancing theoretical knowledge, practical skills, and teaching satisfaction in standardized training for nephrology residents. Compared to traditional teaching methods, the BOPPPS model improves learning outcomes, thereby strengthening the quality of medical education.

Job Satisfaction Among Faculty in Standardized Residency Training Programs in Heilongjiang Province, China: A Cross-Sectional Study.

Job satisfaction among faculty in standardized residency training programs has been underexplored. The objective of this study is to investigate job satisfaction among these faculty members and identify associated determinants. An online cross-sectional survey was conducted with 4581 teachers in Heilongjiang Province from 18 to 30 May 2022, using a census method. The survey collected demographic information and assessed satisfaction using the Minnesota Satisfaction Questionnaire-Short Form. Predictors of job satisfaction were identified using multiple linear regression analysis in SPSS 24.0. The survey achieved a 91.12% response rate (4174/4581). The average satisfaction score of the respondents teachers was 4.30±0.70. The top three items with the highest satisfaction scores were "the chance to work alone on the job" (4.46±0.68), "the way my job provides for steady employment" (4.45±0.68), and "the freedom to use my own judgment" (4.43±0.69). The lowest-scoring items "the chances for advancement on this job" (4.02±1.03), "my pay and the amount of work I do" (4.08±0.96), and "the praise I get for doing a good job" (4.10±0.93). Multiple linear regression analysis revealed that geographical area, registered general subjects, age, administrative position, monthly income, daily working hours, and overtime frequency were significant factors influencing job satisfaction (P < 0.05). The level of job satisfaction among standardized residency training faculty in Heilongjiang Province was generally high. High satisfaction was associated with residing in economically developed areas, having registered general subjects, holding administrative positions, earning high income, working shorter few hours daily and having a low frequency of overtime.

The price of pressure: nationwide survey on lifestyle disturbances, occupational burnout and compromised perceived-competency among radiology residents in China.

The competency of radiology directly affects the quality and equity of medical services. Due to their different occupational characteristics compared to other specialists, this study aims to evaluate the impacts of lifestyles on competency and burnout in radiology residents in China. A nationwide, cross-sectional survey was conducted from December 1, 2020 to April 30, 2021. A total of 12,208 radiology residents during their standardized residency training in China were invited. Multivariate linear regression and logistic regression were conducted to identify perceived competency and burnout associated with lifestyles. Of the 3,666 participants, 58.02% were female, 82.24% were aged <30 years, 40.53% were from the Eastern region, and 92.06% obtained a bachelor's degree. The radiology residents with high-level lifestyles had higher competency (β = 0.16, 95% CI = [0.01, 0.32]), particularly in the realms of sleep, physical activity, and alcohol consumption. The correlation was stronger in residents with longer work hours and more night shifts. Residents with insomnia (OR = 7.69, 95% CI = [4.23, 14.67]) and less exercise (OR = 6.24, 95% CI = [1.33, 29.37]) had higher burnout risk, while residents who smoked had a lower risk (OR = 0.60, 95% CI = [0.40, 0.89]). And lifestyle factors had a slightly different impact on emotional exhaustion and depersonalization. Radiology residents' lifestyles can be emphasized, as it may reflect their pressure and wellbeing and influence their concentration, competency, burnout and performance. Policymakers and hospital administrators should incorporate practical and modifiable strategies into work routines to improve the lifestyle quality of residents.

Chinese Anesthesiology Milestones in Resident Evaluation: Reliability, Validity, and Correlation with Objective Examination Scores: a Cross-sectional Study.

Evaluating competency acquisition during residency training is crucial. The Anesthesiology Milestones have been implemented in the United States. The China Consortium of Elite Teaching Hospitals for Residency Education has also developed the Chinese Resident Core Competency Milestone Evaluation System. Despite this, Milestones tailored for anesthesiology have yet to be implemented in China. To address this gap, we have developed Chinese Anesthesiology Milestones. This study aims to assess the reliability and validity of the Chinese Anesthesiology Milestones and their correlation with objective examinations. In this single-center cross-sectional study, we included anesthesia residents enrolled in the standardized residency training program at our hospital during the academic year 2021 to 2022. The Chinese Anesthesiology Milestones were developed based on the American version of Anesthesiology Milestones 2.0 and the Chinese Resident Core Competency Milestone Evaluation System using the Delphi method. The Delphi panel comprised a diverse group, including education administrators, faculty from teaching hospitals, and anesthesia residents. Five attending anesthesiologists independently assessed the levels achieved by each anesthesia resident based on the Chinese Anesthesiology Milestones. Subsequently, they collaboratively discussed the ratings for each resident until a consensus was reached. The interrater reliability, internal consistency, and construct validity were assessed using Kendall's coefficient, Cronbach's α coefficient/ composite reliability, and average variance extracted, respectively. Higher values indicated better reliability or validity. The correlation between Milestone ratings and objective examination scores, including written examinations and Objective Structured Clinical Examinations, were analyzed using Pearson correlation. The Chinese Anesthesiology Milestones encompassed 6 competencies, including professionalism, medical knowledge and technical skills, patient care, interpersonal and communication skills, teaching ability, and life-long learning. Milestone evaluation data were available and analyzed from 66 residents. The Kendall's coefficient of concordance among raters ranged from 0.799 (95% confidence interval [CI], 0.793-0.918) to 0.942 (95% CI, 0.934-0.982). The average variance extracted, composite reliability, and Cronbach's α coefficient ranged from 0.782 to 0.920, 0.935 to 0.980, and 0.916 to 0.978, respectively. Correlations between objective examination scores and related Milestone subcompetencies were as follows: written examinations: r = 0.52 (95% CI, 0.22-0.71), technical skills stations: r = 0.51 (95% CI, 0.21-0.71), the oral test station: r = 0.66 (95% CI, 0.45-0.79), and the standardized patient station: r = 0.61 (95% CI, 0.36-0.76). The Chinese Anesthesiology Milestones demonstrated satisfactory interrater reliability, internal consistency, construct validity, and correlation with objective examination scores within our hospital.

“3 + X D” structured report in radiology standardized resident training: Can it meet high-level teaching objectives?

PurposeTo evaluate the impact of the innovative “3 + X D” structured report (SR) designed based on Bloom’s taxonomy on the learning outcomes of radiology residents during standardized training. MethodsThis is a prospective study that recruited 120 radiology residents from our hospital between 2020 and 2022. Randomly selected 60 residents from the 2020 grade to constituted the control group, and randomly selected 60 residents from the 2021 grade to formed the experimental group. The former group was trained utilizing the Free-text Reports (FTR) template, while the latter group received training with the “3 + X D” structured reports (SR) template. The learning outcomes of both groups was evaluated utilizing both objective and subjective measures. Objective assessments encompassed examinations of theoretical knowledge, diagnostic skills, and total scores, aligning with the cognitive domains of remembering, understanding, applying, and analyzing as outlined by Bloom’s Taxonomy. Subjective assessments, on the other hand, comprised survey questionnaires administered to residents and feedback from clinical instructors, which correlated with the higher-order cognitive level of analyzing, evaluating, and creating within Bloom’s Taxonomy. ResultsOn 60 residents (mean age, 24.15 years ± 2.11[SD]; 25 male) from control group, and 60 residents (mean age, 24.58 years ± 1.88 [SD]; 27 male) from experimental group. Following the training, significant improvements were observed in the theoretical knowledge, diagnostic skills, and total scores for both groups (p < 0.001). Furthermore, the experimental group demonstrated significantly higher diagnostic skills and total scores compared to the control group (p < 0.001). However, no significant difference was observed in the theoretical knowledge exam between the two groups (p = 0.236). The questionnaire used for subjective assessments had good reliability (Cronbach α was 0.826) and acceptable validity (The KMO was 0.692). Additionally, the survey questionnaires indicated that the experimental group rated higher than the control group in terms of cultivating imaging thinking ability, diagnostic confidence, diagnostic speed, and the convenience of the templates (p < 0.001). Clinicians’ feedback scores for the experimental group markedly surpassed those for the control group (p < 0.05). ConclusionsUtilizing the “3 + X D” SR template grounded in Bloom’s taxonomy for training, the professional competency of radiology residents, particularly their diagnostic skills, saw a marked enhancement, successfully meeting the higher-level educational objectives. Consequently, the “3 + X D” SR template is highly recommended for the standardized training of radiology residents.

The Implementation of a MOOC-Based Flipped Classroom Teaching Method in the Context of Oncology Radiotherapy Residency Training.

The objective of this study is to examine the efficacy of the flipped classroom blended teaching method in the context of massive open online courses (MOOCs) for implementing standardized training and teaching of residents in oncology radiotherapy. A total of 48 junior residents who received standardized training at the Oncology Radiology Department of Harbin Medical University Cancer Hospital between September 2021 and August 2023 were randomly divided into two groups-i.e., the research group (24 cases) and the control group (24 cases)-using the random number table method. The control group received conventional didactic training, whereas the research group participated in a blended learning approach based on the MOOC model. The assessment results, along with the evaluations of teaching effectiveness, self-learning ability, and teaching satisfaction questionnaires, were observed and compared for the two groups of students. Compared with the control group, the research group presented significantly higher scores on theoretical foundations, skill operation, and case analysis (P < 0.05). The research group also showed greater outcomes than the control group in terms of improved theoretical knowledge, problem-solving skills, self-learning ability, teamwork, and communication (P < 0.05). The students in the research group presented significantly higher scores on measures of self-motivation beliefs, task analysis, self-monitoring and adjustment, and self-evaluation than those in the control group (P < 0.05). The research group also demonstrated significantly higher levels of satisfaction than the control group in terms of improvements in learning interest and initiative, clinical thinking ability, problem-solving ability, team cooperation ability, and the level of radiotherapy target delineation (P < 0.05). The implementation of MOOC-based flipped classroom blended teaching was shown to have positive effects on the standardized training and teaching of residents in the field of oncology radiotherapy. This approach can undoubtedly enhance students' academic performance, problem-solving abilities, and self-learning aptitudes while effectively stimulating their learning interests and initiative. Therefore, MOOC-based flipped classroom blended teaching is a valuable candidate for clinical application and promotion.

Work stress and competency among radiology residents: the mediating effect of resilience.

Competency of health professionals stands as a fundamental element in ensuring the quality of care. Notably, work stress and resilience are found to be associated with competency of health professionals. However, the role of resilience between work stress and competency remains unexplored. This study aims to investigate competency, work stress and resilience of radiology residents, and to examine the mediating effect of resilience. A cross-sectional survey was conducted among 3,666 radiology residents from 31 provinces of China in 2021. The diagnostic radiology milestones were used to measure the competency. Results of work stress and resilience were derived from self-reports and assessment of the Connor Davidson Resilience Scale (CD-RISC) respectively. To examine the association between work stress, resilience, and competency, Spearman correlation analysis and hierarchical linear regression were employed. The mediating effect of resilience was tested by bootstrapping analysis. Descriptive statistics show that the average score (mean ± SD) of work stress, competency and resilience among radiology residents were 1.55 ± 1.53 (range from 0 to 6), 28.14 ± 13 (range from 0 to 81) and 5.97 ± 1.92 (range from 0 to 8), respectively. Work stress was negatively associated with competency (β = -0.51, p < 0.001) and resilience (-0.57, p < 0.001). In particular, resilience mediated the relationship between work stress and competence, and the total mediating effect was -0.49 (= - 0.57 * 0.86), accounting for 49.06% of the total effect. Work stress is a significant contributor to competence among radiology residents. Resilience significantly mediated the association. This study highlights incorporating resilience training courses into the standardized residency training program to reduce intensive work stress and promote competency of radiology residents.

The Application of Case-Based Learning (CBL) Combined with PDCA Cycle in the Clinical Teaching Practice of Breast Ultrasound in Standardized Residency Training

Background: The integration of case-based learning (CBL) with the plan-do-check-act (PDCA) cycle has potential benefits for clinical education, yet its efficacy in ultrasound residency training, particularly for breast ultrasound, requires evaluation. Aim: This study aimed to assess the impact of a combined CBL and PDCA cycle teaching model on the clinical thinking and skills of ultrasound residents compared to traditional teaching methods. Methods: A comparative study was conducted at Sichuan Provincial People’s Hospital’s ultrasound medicine base, from August 2020 to June 2023, focusing on residents in training. Sixty-one trainees were randomly divided into two groups: a joint group (n = 31) taught using a PDCA cycle-based model integrated with CBL and a traditional group (n = 30) taught with conventional methods. Both groups underwent a 20-hour course and were subsequently evaluated on theoretical knowledge, clinical thinking, and skills. Comparative statistical analysis was performed to evaluate the performance differences between the two groups. Results: The joint group demonstrated significantly better clinical thinking and skills operation than the traditional group (P &lt; 0.05). No significant difference was observed between the groups regarding theoretical knowledge (P &gt; 0.05). Conclusions: The combined CBL-PDCA cycle teaching mode significantly enhances the clinical thinking abilities and operational skills of residents in breast ultrasound training. This innovative approach shows promise as an effective educational strategy to foster intrinsic motivation and higher order learning capabilities among ultrasound residents.

Application of PBL-CBL and Mini-CEX methods in the standardized training of residents in nephrology department: A prospective study.

This study explores the application and feasibility of problem based learning (PBL), integrating case based learning (CBL), and the mini clinical evaluation exercise (Mini-CEX) into the standardized training of residents in nephrology department, in order to assess their clinical skills in a comprehensive manner. This prospective study enrolled 60, three years residents majoring in clinical medicine, from June 2022 to December 2023 in Nephrology Department of Baoding No.1 Central Hospital. These participants were randomly allocated into either the combined PBL-CBL and Mini-CEX teaching group (experimental group) or the traditional lecture-based teaching group (control group). Two groups were evaluated with Mini-CEX assessments and test scores upon exit the department, followed by a questionnaire survey to measure satisfaction levels for the teachers. There was no statistically significant difference in age, sex, year of graduate school, specialty and student source between the two groups of residents upon the entering the department (P>0.05). Upon the completion, the experimental group, which received PBL-CBL and Mini-CEX teaching methods, demonstrated significantly higher scores in all aspects compared to the control group, with a statistically significant difference (P<0.01). Furthermore, compared the control group, most residents in the experimental group agreed that the PBL-CBL and Mini-CEX teaching methods improve curiosity and enthusiasm for learning (73.3%), communication and expression abilities (73.3%), self-learning abilities (80%), understanding of diseases (76.7%), and like this teaching method (86.7%). PBL-CBL and Mini-CEX may be an effective method for improving medical residents' performance and enhancing their clinical skills, which is worthy of promotion in the standardized training of the residents.

Impact of laparoscopic training course for surgical trainees based on an evidence-based pedagogical framework: randomized trial.

The 'Learn, See, Practice, Prove, Do, Maintain' (LSPPDM) pedagogical framework is an evidence-based framework developed through a careful review and synthesis of the literature. The purpose of the study was to explore the effectiveness and applicability of the LSPPDM pedagogical framework in the laparoscopic training course for surgical residents. Prospective study of surgical residents who underwent standardized surgical residency training in a single institution from December 2020 to December 2022. Trainees were randomized to either the pedagogical group (6-step LSPPDM pedagogical framework) or traditional group (2-step traditional approach with twice-weekly lectures and a weekly laparoscopic operating skills session). The Global Operative Assessment of Laparoscopic Skills scale was used for technical skills, and the Non-Technical Skills for Surgeons assessment form was used for non-technical skills. Sixty trainees were randomized. The pedagogical group scored higher on subjective perception (P < 0.050) and the theoretical assessment (mean(s.d.) 41.83(6.66)) than those in the traditional group (37.83(5.77)) (P = 0.016). Trainees in the pedagogical group took less time to complete the assessment of models, had fewer failures and higher scores, took less time to complete laparoscopic sutures and knots, showed better proficiency with laparoscopic instruments, and completed at higher quality (P < 0.050). Trainees performing laparoscopic cholecystectomy in animal models demonstrated higher technical and non-technical skill scores in the pedagogical group (P < 0.050). 'Tissue handling' and 'Decision making' were common areas for improvement for both groups of trainees. The LSPPDM pedagogical framework is feasible and demonstrated improvements in technical and non-technical skills in surgical trainees compared to a traditional training programme.

Utilizing neuroimaging visualization technology to enhance standardized neurosurgical training for Traditional Chinese Medicine residents: A neuroanatomical education study

ObjectiveThis study aims to address the difficulties encountered by Traditional Chinese Medicine (TCM) students in learning neuroanatomy during clinical training by utilizing neuroimaging visualization technology. Methods81 students were divided into a control group (40 students) and an observation group (41 students). The control group followed traditional teaching methods as prescribed by the curriculum, while the observation group received additional training with the neuroimaging visualization software DSI Studio. This included whole-brain neural fiber reconstruction and cortical spinal tract evaluation in the context of stroke. Upon completion of the training, both groups were assessed on neuroanatomical theory, case analysis, neurological examination, and clinical skills. The teaching effectiveness was compared based on assessment results and feedback from questionnaires administered to the observation group. ResultsThe observation group significantly outperformed the control group in theoretical knowledge, case analysis, and physical examination (P < 0.05). Over 90 % of students in the observation group reported via questionnaire that the integration of neuroimaging visualization technology significantly enhanced their understanding of neuroanatomy and clinical reasoning skills. ConclusionThe clinical teaching approach augmented with neuroimaging visualization technology significantly improves the standardized training outcomes for TCM neurosurgical residents.

Application of Mini-CEX combined with DOPS in standardized training of community outpatient residents

ObjectiveTo explore the application effect of mini clinical evaluation exercise (Mini-CEX) combined with direct observation of procedural skills (DOPS) in the standardized training of general practitioners in community clinics.MethodsFrom June 2022 to June 2023,20 general practitioners who received standardized training for residents in the general outpatient department of Changqing Community Health Service Center of Wuhan Fourth Hospital were collected as the research objects. Mini-CEX combined with DOPS was used to evaluate the general practitioners at the time of admission, 2 weeks of training and 4 weeks of training, and the results were fed back.ResultsThe scores of 20 general practitioners at 2 weeks and 4 weeks of training were compared with the scores at the time of admission, and the difference was statistically significant, p < 0.05.ConclusionMini-CEX combined with DOPS can improve the teaching effect of standardized training of residents in community general clinics.

Application Effect of Remote Ultrasound Teaching in Standardized Residency Training

Objective: To explore the application effect of remote ultrasound teaching in the standardized training of residents. Methods: 42 students who participated in the standardized residency training in the Department of Ultrasonography of our hospital from August 2022 to August 2023 were selected and divided into the control group (n = 21) and the observation group (n = 21) by using the random number table method. The control group was taught routinely, and the observation group was taught with remote ultrasound on the basis of the control group. The general data, teaching effect, ultrasound diagnostic compliance rate, and teaching satisfaction of the participants in the two groups were observed. Results: The baseline data of the two groups were not statistically significant (P &gt; 0.05); the theoretical and practical assessment scores of the observation group were significantly better than those of the control group (t = 2.491, t = 2.434, P = 0.05); the ultrasound diagnostic compliance rate of the participants in the observation group was significantly higher than that of the control group (78.33%) (χ2 = 33.574, P = 0.000 &lt; 0.001); the overall satisfaction rate of students in the observation group (20/95.24%) was significantly higher than that of the control group (14/66.67%) (χ2 = 3.860, P = 0.049 &lt; 0.05). Conclusion: In standardized residency training, remote ultrasound teaching can effectively improve the comprehensive ability of students, enhance diagnostic accuracy, and improve students’ teaching satisfaction.

Effectiveness of PBL Pedagogy Combined with Flipped Classroom in the Standardized Training of Resident Physicians

Objective: To analyze the application effect of the problem-based learning (PBL) teaching method combined with flipped classrooms in the standardized training of gastroenterology residents. Methods: Sixty-five resident trainees who were admitted to the Department of Gastroenterology of the hospital from January to December 2023 were selected and divided into the control group (n = 33) and the observation group (n = 32) by random number division method. The control group implemented the traditional clinical teaching method, and the observation group implemented the PBL combined flipped classroom teaching method. The study compared the two groups’ discharge learning performance, trainees’ subjective feeling score, and teaching satisfaction score index. Results: The difference in basic knowledge scores between the two groups of trainees under different teaching modes was not statistically significant (P &gt; 0.05). However, the observation group was significantly higher than the control group in terms of the differences in case analysis, clinical operation skills, and total scores, and the differences were statistically significant (P &lt; 0.05). The trainees of the observation group were more satisfied with the teaching and learning process in terms of learning efficiency, clinical thinking, communication, faculty-student collegiality, teamwork, self-study ability, classroom atmosphere, independent learning, clinical thinking and other subjective feelings of the scores are higher than the control group, the difference is statistically significant (P &lt; 0.05). The observation group teaching total satisfaction rate is 96.87%, significantly higher than the control group’s 75.75% (P &lt; 0.05). Conclusion: The application of the PBL teaching method combined with flipped classroom in the standardized training of residents is effective, which can not only significantly improve the basic theory and practical operation performance of the trainees, but also help to improve their case analysis ability, clinical thinking ability, and doctor-patient communication ability, so it is worthwhile to popularize its application in the clinical scope.

Online-to-offline combined with problem-based learning is an effective teaching modality in the standardized residency training of nephrology

BackgroundThe online-to-offline (O2O) teaching method is recognized as a new educational model that integrates network learning into offline classroom education, while problem-based learning (PBL) is a teaching modality that guides students to apply acquired theoretical knowledge to solve practical problems. However, implementing O2O combined with PBL has not been extensively explored in nephrology residency training. This study aims to explore the efficacy of O2O combined with PBL in the standardized residency training of nephrology by comparing it with the traditional lecture-based teaching (LBT).MethodsSixty residency trainees who participated in the standardized training of internal medicine in the nephrology department of the Second Affiliated Hospital of Zhejiang University School of Medicine were equally allocated into O2O combined with PBL (O2O/PBL) or the LBT group demographically matched. Examinations of theory, practice skills, clinical thinking and teaching satisfaction surveys were utilized to assess the teaching effects of the two groups.ResultsParticipants from the O2O/PBL group outperformed those from the LBT group in the examination of theory (81.233 ± 9.156 vs. 75.800 ± 7.009, mean ± SEM), practice skills (104.433 ± 3.569 vs.100.316 ± 4.628, mean ± SEM) and clinical thinking (88.933 ± 4.473 vs. 86.667 ± 3.844, mean ± SEM). There was no significant difference in the teaching satisfaction between the two groups.ConclusionThe current study shows the positive impact of O2O combined with PBL approach on standardized residency training in nephrology without reducing teaching satisfaction.

A novel model of ambulatory teaching of residents in general practice in China: a cross-sectional study

BackgroundThis study aims to determine the satisfaction and future training needs of general practice residents participating in a novel model of ambulatory teaching aligned with the specifications for standardized residency training in outpatient management issued by the Chinese Medical Doctor Association (CMDA).MethodsA cross-sectional survey of the satisfaction and training needs was conducted among general practice residents at West China Hospital, Sichuan University. Patient characteristics and preceptors’ feedback on the residents’ performance were also analyzed.ResultsThe study involved 109 residents (30.28% men) and 161 patients (34.78% men; age: 52.63 ± 15.87 years). Residents reported an overall satisfaction score of 4.28 ± 0.62 with the ambulatory teaching program. Notably, residents scored lower in the Subjective-Objective-Assessment-Plan (SOAP) evaluation when encountering patients with the greater the number of medical problems (P < 0.001). Residents encountering patients with a shorter duration of illness (< 3 months) achieved higher scores than those with longer illness durations (≥ 3 months, P = 0.044). Residency general practitioners (GPs) were most challenged by applying appropriate and effective patient referrals (43/109; 39.45%). GPs expressed a strong desire to learn how to make decisions when facing challenging patient situations (4.51 ± 0.63).ConclusionThis study suggests selecting patients with multiple comorbidities for ambulatory teaching and enhancing training on practical problem-solving abilities for GPs. The findings provide insights for the development of future ambulatory teaching programs.

Exploration of the Integration of Curriculum Ideology and Politics into the Educational Pathway of Standardized Training for General Practice Residents

In recent years, the national higher education reform has proposed the concept of curriculum ideological and political education as a major element. This integration into the standardized training of general practice residents (commonly referred to as general resident training) is an unavoidable trend in the teaching field. Based on the actual situation of our unit at The First Affiliated Hospital of Xi’an Medical University, this paper emphasizes the necessity of incorporating ideological and political education into the general resident training curriculum, despite the absence of pertinent practical experience in how to effectively incorporate such courses into comprehensive residential training. In our hospital, we must assess the ideological and political education in the curriculum of general resident training, proposing a scientific, reasonable ideological and political education concept system for general practice courses, integrating ideological and political education with general practice resident training, and strengthening the team of ideological and political education physicians to teach them to carry out such education, this would foster enthusiasm and initiative. Strengthening admission education and training for general practice resident training, as well as regularly hosting symposiums to share ideas and understand the mission of doctors can provide effective experience for ideological and political education in general resident training courses.

The effectiveness of simulation-based learning on enhancing anaphylactic shock management skills in standardized training for anesthesiology residents

The effectiveness of simulation-based learning on enhancing anaphylactic shock management skills in standardized training for anesthesiology residents

A survey on brachytherapy training of gynecological cancer focusing on the competence of residents in China.

The brachytherapy is an indispensable treatment for gynecological tumors, but the quality and efficiency of brachytherapy training for residents is still unclear. An anonymous questionnaire was designed to collect information on gynecological brachytherapy (GBT) training for radiation oncology residents from 28 training bases in China. The questionnaire content was designed based on the principle of competency based medical education (CBME). The Likert scale was employed to evaluate self-reported competence and comprehension regarding GBT. A total of 132 senior residents were included in the final analysis. 53.79% (71/132) of senior residents had experience in performing image-guided GBT, whereas 76.52% (101/132) had observed the procedure during their standardized residency training. The proportion of senior residents who reported having the self-reported competence to independently complete the GBT was 78.03% for intracavity GBT, 75.00% for vaginal stump GBT, and 50.03% for interstitial GBT, respectively. The number of successful completion of Interstitial, intracavity and vaginal GBT was correlated with the self- confidence of trainees after standardized training. In particular, the independent completion of interstitial GBT for more than 20 cases was an independent factor for the self-reported competence of senior residents. During the training period, 50.76% and 56.82% of the residents had not participated in the specialized examinations and professional GBT courses. The study revealed that the self-confidence of residents to independently complete brachytherapy was relatively high, and the specialized curriculum setting and training process assessment for brachytherapy training still need to be strengthened in the future.

Differences between resident self-assessments and faculty- assessments on Anesthesiology Milestones and associated factors: a cross-sectional study.

Accurate self-assessment is crucial for the professional development of physicians. There has been sparse data on the accuracy of self-assessments on Anesthesiology Milestones. The aim of this study was to investigate the differences between resident self-assessments and faculty-assessments on Anesthesiology Milestones and the associated factors. This was a cross-sectional study conducted in a general tertiary university-affiliated hospital. We included anesthesia residents who were enrolled in the standardized residency training program in postgraduate year two and three at the time of the Milestone evaluation. We requested evaluations of competencies from both the Clinical Competency Committee faculty and the anesthesia residents themselves, utilizing the Chinese version of Anesthesiology Milestones in January 2023 and January 2024. The primary outcome was the differences between self- and faculty-assessments, calculated by subtracting the faculty-rated score from the self-rated score on each subcompetency. A total of 46 and 42 residents were evaluated in year 2023 and 2024, respectively. The self-rated sum score was significantly higher than that rated by faculty [mean (standardized deviation): 120.39 (32.41) vs. 114.44 (23.71), P = 0.008 in paired t test] with an intraclass correlation coefficient of 0.55 [95% confidence interval (CI): 0.31 to 0.70]. The Bland-Altman plots revealed significant overestimation in patient care (bias 0.32, 95% CI: 0.05 to 0.60), practice-based learning and improvement (bias 0.45, 95% CI: 0.07 to 0.84), and professionalism (bias 0.37, 95% CI: 0.02 to 0.72). Ratings from residents with master's degrees (mean difference: -1.06, 95% CI: -1.80 to -0.32, P = 0.005) and doctorate degrees (mean difference: -1.14, 95% CI: -1.91 to -0.38, P = 0.003) were closer to the faculty-assessments than residents with bachelor's degrees. Compared with patient care, the differences between self- and faculty- rated scores were smaller in medical knowledge (mean difference: -0.18, 95% CI: -0.35 to -0.02, P = 0.031) and interpersonal and communication skills (mean difference: -0.41, 95% CI: -0.64 to -0.19, P < 0.001) in the generalized estimating equation logistic regression model. This study revealed that residents tended to overestimate themselves, emphasizing the need to improve the accuracy of Milestones self-assessment. The differences between self- and faculty-assessments were associated with residents' degrees and domains of competency.