Standardized Residency Training Research Articles

Analysis of management strategies and influencing factors for improving standardized training of surgical residents by using portable multiple feedback mechanism.

Analysis of management strategies and influencing factors for improving standardized training of surgical residents by using portable multiple feedback mechanism.

The Relationship between Burnout and Sense of School Belonging among the Resident Physicians in the Standardization Training in China

ABSTRACT Background As an important part in medical training in graduate school, 33-month medical residency training could be a stressful period inducing burnout (i.e. emotional exhaustion, depersonalization, and low personal accomplishment). Despite that existing literature has found that sense of belonging may have merits for residents’ well-being, it has remained unclear how sense of school belonging affects burnout and the potential moderators. To address this question, a cross-sectional survey has been conducted among the residents of the physicians standardized residency training program in China. Methods Seven hundred (N = 700) resident physicians from different majors (i.e. clinical medicine, clinical Stomatology, and Chinese medicine) and grades have participated in the survey. Resident’s sense of school belonging was assessed with the psychological sense of school membership scale (PSSM, mean = 45.12, SD = 11.14). Burnout was measured by the 22-item Maslach Burnout Inventory (MBI-HSS, mean = 65.80, SD = 15.89), including three subscales of emotional exhaustion, depersonalization, and personal accomplishment. Results The results showed that over 80% of the residents reported moderate or high level of emotional exhaustion and reduced personal accomplishment during residency training. Meanwhile, higher level of sense of school belonging was associated with lower overall burnout (B = −0.722, p < 0.001), less emotional exhaustion, reduced depersonalization, and higher personal accomplishment. In particular, the benefits of sense of belonging seem more pronounced among female and those at earlier stage of residency. No interaction effect was found between sense of belonging and major, while those from Chinese medicine reported lower scores in overall burnout and the three dimensions. Conclusions Burnout was a prevalent issue among the resident physicians, and our findings confirmed the protective effects of sense of school belonging against burnout. Therefore, support service should be developed to cultivate resident’s sense of school belonging and social connections, particularly for female and those at earlier stage of residency.

Attitudes toward communication skills with learner needs assessment within radiology residency programs in China: a cross-sectional survey

BackgroundCommunication skills (CS) represent a core competency in radiology residency training. However, no structured curriculum exists to train radiology residents in CS in China. The aim of this study was to evaluate the status and prevalence of doctor–patient communication training among radiology residents in nine Chinese accredited radiology residency training programs and to determine whether there is a perceived need for a formalized curriculum in this field.MethodsWe administered a cross-sectional online survey to radiology residents involved in CS training at nine standard residency training programs in China. The questionnaire developed for this study included CS training status, residents’ demographics, attitudes toward CS training, communication needs, and barriers. Residents’ attitudes toward CS training were measured with the Communication Skills Attitude Scale (CSAS) and its subscales, a positive attitude scale (PAS) and negative attitude scale (NAS).ResultsA total of 133 (48.36%) residents participated in the survey. The mean total scores on the two dimensions of the CSAS were 47.61 ± 9.35 in the PAS and 36.34 ± 7.75 in the NAS. Factors found to be significantly associated with the PAS included receiving previous training in CS, medical ethics, or humanities and the doctor’s attire. We found that first-year residents and poor personal CS were the most influential factors on the NAS. Only 58.65% of participants reported having previously received CS training during medical school, and 72.93% of respondents reported failure in at least one difficult communication during their residency rotation. Most of those surveyed agreed that CS can be learned through courses and were interested in CS training. Some of the most common barriers to implementing formal CS training were a lack of time, no standardized curriculum, and a lack of materials and faculty expertise.ConclusionsMost residents had a very positive attitude toward CS training and would value further training, despite the limited formal CS training for radiology residents in China. Future efforts should be made to establish and promote a standard and targeted CS curriculum for Chinese radiology residents.

Bridging Gaps in Oncology Nutrition Education and Teaching: A Comprehensive Analysis of Resident Physicians in China.

Residents are actively involved in patient assessment and all aspects of patient care, and they are critical in providing nutritional support education and treatment for patients with cancer. This study aims to assess the nutritional knowledge and performance of resident physicians, providing insights into existing gaps in awareness and practices related to cancer nutrition. A total of 300 resident physicians undergoing standardized residency training in China participated in this study. An anonymous online questionnaire covering demographic characteristics, nutritional knowledge, clinical practice, and training requirements was designed and administered through the "Wenjuanxing" platform. Data were collected from June 1, 2023, to July 31, 2023. Among the participants, only 40.00% demonstrated adequate knowledge of cancer nutrition, and merely 32.00% exhibited proficient performance in nutritional care. Socio-demographic analysis revealed that residents without affiliations and those specializing in obstetrics and gynecology had superior knowledge, while surgery specialists showed significantly worse performance. Most participants expressed a lack of exposure to cancer nutrition education during academic and standardized residency training. The study highlights the demand for enhanced education and the preference for case-based teaching methods. The findings underscore an urgent need for comprehensive oncology nutrition education within China's standardized residency training. Targeted interventions and curriculum enhancements are essential to improve medical talent development and enhance patient care outcomes in oncology. The study emphasizes the critical role of practical, case-based teaching methods in addressing identified gaps in nutritional knowledge and practices among resident physicians.

Application of flipped classroom teaching method based on ADDIE concept in clinical teaching for neurology residents

BackgroundAs an important medical personnel training system in China, standardized residency training plays an important role in enriching residents’ clinical experience, improving their ability to communicate with patients and their clinical expertise. The difficulty of teaching neurology lies in the fact that there are many types of diseases, complicated conditions, and strong specialisation, which puts higher requirements on residents’ independent learning ability, the cultivation of critical thinking, and the learning effect. Based on the concept of ADDIE (Analysis-Design-Development-Implementation-Evaluation), this study combines the theory and clinical practice of flipped classroom teaching method to evaluate the teaching effect, so as to provide a basis and reference for the implementation of flipped classroom in the future of neurology residency training teaching.MethodsThe participants of the study were 90 neurology residents in standardised training in our hospital in the classes of 2019 and 2020. A total of 90 residents were divided into a control group and an observation group of 45 cases each using the random number table method. The control group used traditional teaching methods, including problem based learning (PBL), case-based learning (CBL), and lecture-based learning (LBL). The observation group adopted the flipped classroom teaching method based on the ADDIE teaching concept. A unified assessment of the learning outcomes of the residents was conducted before they left the department in the fourth week, including the assessment of theoretical and skill knowledge, the assessment of independent learning ability, the assessment of critical thinking ability, and the assessment of clinical practice ability. Finally, the overall quality of teaching was assessed.ResultsThe theoretical and clinical skills assessment scores achieved by the observation group were significantly higher than those of the control group, and the results were statistically significant (P < 0.001). The scores of independent learning ability and critical thinking ability of the observation group were better than those of the control group, showing statistically significant differences (P < 0.001). The observation group was better than the control group in all indicators in terms of Mini-Cex score (P < 0.05). In addition, the observation group had better teaching quality compared to the control group (P < 0.001).ConclusionBased on the concept of ADDIE combined with flipped classroom teaching method can effectively improve the teaching effect of standardized training of neurology residents, and had a positive effect on the improvement of residents’ autonomous learning ability, critical thinking ability, theoretical knowledge and clinical comprehensive ability.

The application of computer-aided diagnosis in Breast Imaging Reporting and Data System ultrasound training for residents-a randomized controlled study.

The consistency of Breast Imaging Reporting and Data System (BI-RADS) classification among experienced radiologists is different, which is difficult for inexperienced radiologists to master. This study aims to explore the value of computer-aided diagnosis (CAD) (AI-SONIC breast automatic detection system) in the BI-RADS training for residents. A total of 12 residents who participated in the first year and the second year of standardized resident training in Ningbo No. 2 Hospital from May 2020 to May 2021 were randomly divided into 3 groups (Group 1, Group 2, Group 3) for BI-RADS training. They were asked to complete 2 tests and questionnaires at the beginning and end of the training. After the first test, the educational materials were given to the residents and reviewed during the breast imaging training month. Group 1 studied independently, Group 2 studied with CAD, and Group 3 was taught face-to-face by experts. The test scores and ultrasonographic descriptors of the residents were evaluated and compared with those of the radiology specialists. The trainees' confidence and recognition degree of CAD were investigated by questionnaire. There was no statistical significance in the scores of residents in the first test among the 3 groups (P=0.637). After training and learning, the scores of all 3 groups of residents were improved in the second test (P=0.006). Group 2 (52±7.30) and Group 3 (54±5.16) scored significantly higher than Group 1 (38±3.65). The consistency of ultrasonographic descriptors and final assessments between the residents and senior radiologists were improved (κ3 > κ2 > κ1), with κ2 and κ3 >0.4 (moderately consistent with experts), and κ1 =0.225 (fairly agreed with experts). The results of the questionnaire showed that the trainees had increased confidence in BI-RADS classification, especially Group 2 (1.5 to 3.5) and Group 3 (1.25 to 3.75). All trainees agreed that CAD was helpful for BI-RADS learning (Likert scale score: 4.75 out of 5) and were willing to use CAD as an aid (4.5, max. 5). The AI-SONIC breast automatic detection system can help residents to quickly master BI-RADS, improve the consistency between residents and experts, and help to improve the confidence of residents in the classification of BI-RADS, which may have potential value in the BI-RADS training for radiology residents. Chinese Clinical Trial Registry (ChiCTR2400081672).

MedBench: A Large-Scale Chinese Benchmark for Evaluating Medical Large Language Models

The emergence of various medical large language models (LLMs) in the medical domain has highlighted the need for unified evaluation standards, as manual evaluation of LLMs proves to be time-consuming and labor-intensive. To address this issue, we introduce MedBench, a comprehensive benchmark for the Chinese medical domain, comprising 40,041 questions sourced from authentic examination exercises and medical reports of diverse branches of medicine. In particular, this benchmark is composed of four key components: the Chinese Medical Licensing Examination, the Resident Standardization Training Examination, the Doctor In-Charge Qualification Examination, and real-world clinic cases encompassing examinations, diagnoses, and treatments. MedBench replicates the educational progression and clinical practice experiences of doctors in Mainland China, thereby establish- ing itself as a credible benchmark for assessing the mastery of knowledge and reasoning abilities in medical language learning models. We perform extensive experiments and conduct an in-depth analysis from diverse perspectives, which culminate in the following findings: (1) Chinese medical LLMs underperform on this benchmark, highlighting the need for significant advances in clinical knowledge and diagnostic precision. (2) Several general-domain LLMs surprisingly possess considerable medical knowledge. These findings elucidate both the capabilities and limitations of LLMs within the context of MedBench, with the ultimate goal of aiding the medical research community.

Application of practice-based learning and improvement in standardized training of general practitioners

BackgroundIn the context of standardized training for general practitioners, the emphasis is still primarily on clinical skills, which does not fully encompass the overall development of general practitioners. This study implemented a practice-based learning and improvement (PBLI) project among students and evaluated its effectiveness based on indicators such as learning outcomes, students’ subjective experiences, and annual grades. This study offers recommendations for optimizing general practitioners’ teaching and residential training programs.Methods60 residents who participated in the regular training of general practitioners at the First Clinical College of Tongji Medical College of Huazhong University of Science and Technology from January 2019 to January 2022 were selected for this study. They were randomly divided into two groups, the PBLI group, and the control group, using a random number table method. Out of the 60 residents, 31 were assigned to the control group and 29 were assigned to the PBLI group. The participants in the PBLI group received additional PBLI training along with their daily residential training, while the participants in the control group only took part in the latter. The effectiveness of the PBLI program was analyzed by conducting a baseline survey, administering questionnaires, and evaluating examination results.ResultsAfter implementing the program, the PBLI group scored significantly higher than the control group (p < 0.05). Throughout the implementation process, students in the PBLI group expressed high satisfaction with the learning project, particularly with its content and alignment with the training objective. The teacher’s evaluation of the PBLI group students surpassed that of the control group in various areas, including literature retrieval, self-study, courseware development, speech ability, and clinical thinking.ConclusionsThe PBLI program aims to encourage resident-centered study in standardized residency training. This approach is beneficial because it motivates students to engage in active learning and self-reflection, ultimately enhancing the effectiveness of standardized residency training.

Moral distress from professionalism dilemmas and its association with self-rated professionalism behaviors among Chinese residents

Objectives Residents inevitably witness or participate in a diverse range of professionalism dilemmas. However, few studies have focused on residents’ moral distress from professionalism dilemmas and its relationship with residents’ professionalism. This study aimed to understand the moral distress that Chinese residents may face after exposure to professionalism dilemmas and to examine the associations between moral distress and residents’ perceived fulfillment of professionalism behaviors. Methods We conducted a cross-sectional survey of residents from four standardized residency training bases in Liaoning Province, China, using stratified cluster sampling. A checklist of professionalism dilemmas, the Moral Distress Scale, and the Behavior-based Medical Professionalism Inventory were used to assess residents’ moral distress from professionalism dilemmas and their perceived fulfillment of professionalism behaviors. Descriptive statistics, non-parametric tests, multiple linear regressions, and binary logistic regressions were used to analyze the data. Results A total of 647 (81.1%) residents effectively completed the survey. The proportion of residents suffering from moral distress ranged from 58.4 to 90.6% for different professionalism dilemmas. As the number of professionalism dilemmas associated with moral distress increased, residents reported lower fulfillment of professionalism behaviors (β < 0, p < 0.05). Compared with residents with no distress, residents suffering from distress reported lower fulfillment of professionalism behaviors (OR < 1, p < 0.05). Among residents suffering from distress, as the distress intensity increased, residents reported higher fulfillment of professionalism behaviors (OR > 1, p < 0.05). Conclusions Residents suffered a wide range of moral distress from professionalism dilemmas, and residents with moral distress reported lower fulfillment of professional behaviors. A responsive reporting system for residents and reflection on role modeling may help residents cope with the negative effects of moral distress and professionalism dilemmas.

Interventions to alleviate burnout resulting from standardized residency training

This article summarizes major research perspectives on burnout within standardized residency training. It maps the important progress in research on burnout among residents, analyzes the various factors that contribute to burnout, and examines its impact. Based on these analyses, the article further presents strategies and targeted recommendations aimed at alleviating burnout for the improvement of standardized residency training. By consolidating insights into the theoretical framework of burnout, this article serves as a valuable reference for improving the quality of standardized residency training, with potential applicability to medical training in general.

Analysis of factors influencing the acquisition of basic life support knowledge among standardized training trainees

Cardiopulmonary resuscitation (CPR) significantly impacts the treatment success of cardiac arrest patients and serves as a simple and practical basic life support (BLS) skill. However, there is a lack of analysis regarding factors influencing BLS knowledge acquisition by trainees after training. In this study, we analyzed and explored this issue based on assessments of 385 trainees newly enrolled in standardized residency training at West China Hospital, Sichuan University in 2022. They came from various medical institutions and underwent a 3-day systematic training in basic life support skills. At the end of the training, their knowledge acquisition was analyzed through an examination. The results indicated that BLS knowledge acquisition scores among these 385 resident trainees were not significantly different in age, gender, education, length of service, professional title, or teaching style preference. However, two factors demonstrated significant influence: the trainees’ profession type (F = 39.45, p &lt; 0.001) and previous BLS training (t = −4.42, p &lt; 0.001). Linear regression analysis indicated that technicians had a 12% lower BLS accuracy compared to doctors (β = −0.12, p &lt; 0.001), while those who had received prior BLS training exhibited an 8% higher accuracy compared to those who had not (β = 0.08, p &lt; 0.001). Thus, it is important to focus on enhancing BLS knowledge and skills among technician trainees in residency training. Additionally, increased standardization in BLS training can prove beneficial in improving trainees’ comprehension and mastery of BLS knowledge.

Leadership in ophthalmology training : Opportunities and risks of medical specialist education.

Medical specialist training requires constant improvement and adaptation of the contents to the current situation. Nowadays, young physicians have the opportunity to select among the most renowned institutions and can choose the one most qualified for their training. Hospitals on the other hand still have the desire to recruit highly qualified physicians for their resident programs, which requires agood, well-rounded and reliable offer by the department under good leadership. Thus, among other issues amodern and multilingual homepage is already an important instrument for successfully addressing applicants and winning them over for the department. In addition to awell-planned and structured training plan (e.g., the "Homburg Curriculum") and aso-called "resident guide", many other additional offers are nowadays part of asuccessful training, such as structured internal and external specialist training courses, well thought out research concepts available to all interested parties, wet labs for practical exercises on pig's eyes and as the latest most innovative addition, avirtual reality simulator. Due to astructured curriculum with regular continuous education during the daily early morning meetings and an exchange program with another university eye hospital, not only the residents can benefit but ultimately also the department itself. In addition, future specialists are involved in the respective organization (so-called "service teams") from the very beginning. This conveys agreat deal of knowledge and expertise but also organizational skills and thus improves the quality of training. In any case, standardized residency training with aview beyond the horizon, which is transparently organized and reliably carried out, improves the quality of training in order to become acertified ophthalmologist and increases the satisfaction of the residents. Adepartment which is committed and can offer awide range of services will benefit from motivated and satisfied employees in agood interpersonal climate, which in the end benefits not only the team but also the patients.

The Application of Problem-Based Learning Combined With Case-Based Learning in EEG Teaching.

The aim of this study is to explore the application effectiveness and value of combining problem-based learning (PBL) and case-based learning (CBL) in clinical electroencephalography (EEG) education. A total of 104 standardized training for residents and refresher physicians from the Neurology Department of the First Affiliated Hospital of Chongqing Medical University, Neurology Department of Chongqing Yubei Hospital, and Neurology Department of Banan Hospital of Chongqing Medical University were enrolled. According to randomization principles, 52 participants were assigned into the PBL-CBL combination group and 52 subjects were assigned into the control group. We used statistical methods to compare the differences between the 2 groups in basic theory, case analysis, practical assessment scores, and teaching satisfaction. In terms of basic theory, case analysis, practical assessment scores, and teaching satisfaction, there were significant differences between the 2 groups, and the PBL-CBL combination group was superior to the control group (P < .05). In clinical EEG education, the teaching model of combining PBL and CBL has certain application effects and value.

Study on the role of otological endoscopic technique in otology teaching.

The intricate anatomy, narrow confines of each otolaryngological organ, and complex structures that are often concealed make it challenging to comprehend the fundamental theoretical knowledge required for early clinical practice teaching. Despite an increase in literature research on otological endoscopic surgery both domestically and internationally, there is a lack of reports regarding its application value, advantages, and disadvantages from a pedagogical perspective. This study aimed to investigate the impact of incorporating otological endoscopic into otoscopy clinical practice teaching. In July 2020, 10 doctors of standardized training for residents who were rotated in the department of Otorhinolaryngology-Head and Neck Surgery (OHNS) of the First Affiliated Hospital of Anhui Medical University in 2019 were selected as the research objects. A randomized controlled trial (RCT) was used randomly divided into control (n=5) and experimental (n=5) groups by drawing lots. The control group received traditional teaching methods through video instruction, while the experimental group received traditional teaching combined with otological endoscopic examination, operation, and instruction. After completing both theoretical exams and skill operation assessments, a questionnaire survey was conducted to evaluate the effectiveness of each method. No significant differences existed between groups in age, gender composition, or test scores before teaching. However, after completion of the course material, students in the experimental group scored significantly higher on both theoretical tests (42.90) and operational tests (49.60) compared to those in the control group (28.1, 32.70), respectively; this difference was statistically significant (P=0.001). Additionally, feedback from questionnaire surveys indicated that students who participated in otological endoscopic-based learning reported greater confidence in consolidating clinical practice ability as well as applying relevant knowledge under different scenarios than those who did not receive such instruction; these differences were also statistically significant (P=0.04, P=0.02, P=0.01). Incorporating otological endoscopic technology into otolaryngology education can enhance student engagement levels while improving overall learning efficiency by establishing standardized educational practices for future medical professionals.

Professional identity and its associated psychosocial factors among physicians from standardized residency training programs in China: a national cross-sectional study.

Shortage and high turnover intention rate of physicians are concerning problems in China. Professional identity has been shown as an influential factor for physicians' turnover intention. Enhancing physicians' professional identity in their early phase of career, standardized residency training program (SRTP), may help reduce the turnover rate. This study aimed to investigate the current status of professional identity and explore its associated psychosocial factors among Chinese SRTP trainees, hoping to provide evidence in strengthening the available medical human resources in China. The final sample was comprised of 2,267 Chinese SRTP trainees in this cross-sectional survey conducted from 9 March to 20 March in 2023. Descriptive statistics were calculated. Bivariate analyses and hierarchical multiple linear regression were used to analyze potential associated factors of Chinese SRTP trainees' professional identity. The average score of respondents' professional identity was 47.68 (standard deviation, SD = 8.61). Results from hierarchical multiple linear regression analysis showed that being married (β = 0.066, p < 0.01), having work experience before SRTP (β = 0.036, p < 0.05), being satisfied with annual income (β = 0.062, p < 0.01), psychological distress (β = -0.144, p < 0.001), depersonalization (β = -0.053, p < 0.05), emotional exhaustion (β = -0.380, p < 0.001) and resilience (β = 0.169, p < 0.001) were associated with professional identity (F = 114.301, p < 0.001). All associated factors can explain 41.1% of the variance in professional identity, and individual psychological variables make up a substantial portion (28.6%) of this influence. Individual psychological variables are strongly associated with professional identity. Helping SRTP trainees reduce psychological distress, alleviate burnout and enhance resilience may be effective ways to promote the formation of their professional identity.

Analysis of the application effect of scenario simulation combined case teaching method in the residential training of anesthesiology residents

Objective: To investigate the effect of scenario simulation combined with the case teaching method in the standardized training of residents in the department of anesthesiology. Methods: A controlled trial was conducted. A total of 30 anesthesiologists who underwent standardized training in the hospital from October 2022 to October 2023 were selected as the research objects. They were divided into the traditional group with the traditional teaching method and the combined group with the scenario simulation combined with case teaching method, with 15 cases in each group. The examination results and satisfaction with the training program of the two groups were statistically analyzed and compared. Results: The assessment scores of the combined group were theoretical knowledge (90.61 ± 3.97) points, skill operation (92.74 ± 4.44) points, and comprehensive case analysis (92.90 ± 3.16) points, which showed a significant improvement compared to the traditional group's (84.44 ± 2.89) points, (86.92 ± 5.25) points, and (82.34 ± 4.71) points (P &lt; 0.05); the satisfaction rate of the combined group with the standardized training program was 93.33%, which showed a significant improvement compared to the traditional group of 53.33% (P &lt; 0.05). Conclusion: The scenario simulation combined case teaching method has a good effect in the standardized training of anaesthesia residents, which can significantly improve the professional ability of anesthesiologists and increase their satisfaction with the training program. It is worth promoting.

Construction and Exploration of Simulative Virtual Curriculum of Laparoscopy for Standardized Surgical Residency Training

Laparoscopic operations have become an indispensable therapeutic measure in surgical treatment due to the emerging trends of minimal invasiveness and precision in the field of surgery. Laparoscopic skills have gradually become part of the essential skills for young surgeons and hospitals at all levels are giving high priority to laparoscopic skills training. The innovation and development of simulative and virtual medical technology has given rise to effective ways and platforms for the training of laparoscopy surgeons in China. Based on the laparoscopy simulative virtual technology, our hospital gradually developed a systematic training and evaluation system for the laparoscopy training of surgical residents by offering theory courses on laparoscopy, conducting simulative and virtual systematic training, and developing assessment criteria for the training. Herein, we presented and shared our experience in applying laparoscopy simulative virtual technology in the training of surgical residents in order to promote the standardized residency training of laparoscopic skills in China and to provide reference for the implementation of standardized training of laparoscopic skills.

Effectiveness of Participatory Teaching Methods in the Standardized Training of Respiratory Medicine Residents

Objective: To explore and analyze the application effect of participatory teaching method in the standardized training of respiratory medicine residents. Methods: The study period was from May 2022 to May 2023. 20 doctors in the standardized training of respiratory medicine residency in our hospital were taken as research subjects and grouped into the participatory group (n = 10) and the routine group (n = 10) by using the random number lottery method. The participatory group practised participatory teaching methods, and the routine group practised routine teaching methods. The results of discharge assessment, teaching evaluation, and mini-Clinical Evaluation Exercise (mini-CEX) assessment were compared between the groups. Results: The theoretical assessment, operational assessment, and total scores of the participatory group were significantly higher than those of the routine group, and the difference was statistically significant (P &lt; 0.05). The teaching evaluation of independent learning, theoretical mastery, teamwork, clinical thinking, communication, and learning interest of the participatory group was significantly higher than that of the routine group, and the difference was statistically significant (P &lt; 0.05). The mini-CEX assessments of history inquiry, organizational effectiveness, professionalism, physical examination, clinical diagnosis, communication skills, and overall clinical competence of the participatory group were significantly better than those of the routine group, and the difference was statistically significant (P &lt; 0.05). The teaching satisfaction of the participatory group was significantly higher than that of the routine group, the difference was statistically significant (P &lt; 0.05). Conclusion: Participatory teaching methods can improve the overall level of doctors in the respiratory medicine residency standardized training, and the teaching satisfaction is improved.

Low Back Pain in Resident Doctors with Standardized Training in China: A Cross-Sectional Study.

Low back pain (LBP) is a prevalent occupational disease with high morbidity among healthcare workers. Since the implementation of standardized residency training in China in 2015, the training intensity has significantly increased, which may lead to a higher incidence of LBP. However, epidemiological studies on LBP among resident doctors with standardized training remain scarce. To investigate the prevalence and associated factors of LBP among resident doctors with standardized training in a tertiary hospital in China. A cross-sectional study was conducted using self-administered questionnaires to collect information on demographics, lifestyle factors, work-related factors, and LBP from 345 resident doctors. Descriptive statistics were used to analyze the prevalence of LBP. Logistic regression analysis was performed to identify factors associated with LBP. Among 345 participants, the 1-year prevalence of LBP was 75.9%. Multivariable analysis revealed that physical exercise, weekly working hours, and prolonged sitting were independent risk factors for LBP. The prevalence of LBP among resident doctors was high. Promoting physical exercise, controlling working hours, and improving sitting posture may help prevent LBP. The study was limited by its cross-sectional design and self-reported data. Future studies should use longitudinal designs, objective measures, and larger and more representative samples to further explore the epidemiology and etiology of LBP among resident doctors with standardized training.

Educational value of mixed reality combined with a three-dimensional printed model of aortic disease for vascular surgery in the standardized residency training of surgical residents in China: a case control study

BackgroundThe simulated three-dimensional (3D) printed anatomical model of the aorta, which has become the norm in medical education, has poor authenticity, tactility, feasibility, and interactivity. Therefore, this study explored the educational value and effect of mixed reality (MR) combined with a 3D printed model of aortic disease in training surgical residents.MethodFifty-one resident physicians who rotated in vascular surgery were selected and divided into traditional (27) and experimental (24) teaching groups using the random number table method. After undergoing the experimental and traditional training routines on aortic disease, both the groups took a theoretical test on aortic disease and an assessment of the simulation based on the Michigan Standard Simulation Experience Scale (MiSSES) template. Their scores and assessment results were compared. The study was conducted at the Department of Vascular Surgery of Peking University People’s Hospital, Beijing, China.ResultsIn the theoretical test on aortic disease, the experimental teaching group obtained higher mean total scores (79.0 ± 9.1 vs. 72.6 ± 7.5, P = 0.013) and higher scores in anatomy/ pathophysiology (30.8 ± 5.4 vs. 24.8 ± 5.8; P < 0.001) than the traditional teaching group. The differences in their scores in the differential diagnosis (25.8 ± 3.0 vs. 23.3 ± 4.9; P = 0.078) and treatment (22.5 ± 11.8 vs. 24.5 ± 8.2; P = 0.603) sessions were insignificant. The MR-assisted teaching stratified the vascular residents through the MiSSES survey. Overall, 95.8% residents (23/24) strongly or somewhat agreed that the MR was adequately realistic and the curriculum helped improve the ability to understanding aortic diseases. Further, 91.7% residents (22/24) strongly or somewhat agreed that the MR-assisted teaching was a good training tool for knowledge on aortic diseases. All residents responded with “Good” or “Outstanding” on the overall rating of the MR experience.ConclusionsMR combined with the 3D printed model helped residents understand and master aortic disease, particularly regarding anatomy and pathophysiology. Additionally, the realistic 3D printing and MR models improved the self-efficacy of residents in studying aortic diseases, thus greatly stimulating their enthusiasm and initiative to study.