Frontiers in Educational Research, 2025, 8(1); doi: 10.25236/FER.2025.080114.
Wang Ying
Department of General Surgery, The First Affiliated Hospital with Nanjing Medical University, Nanjing, 210029, China
In order to explore the effect of differential teaching in the standardized training of general surgery residents, 102 residents who received standardized training in general surgery from October 2022 to January 2024 were selected for analysis and randomly divided into three groups: Group A adopted traditional teaching, group B adopted PBL teaching model combined with CBL teaching. Group C adopts PBL teaching mode instead of CBL teaching. Through analysis and comparison of teaching satisfaction, teaching achievement, teaching quality, knowledge mastery rate and other indicators, the results showed that group B was superior to group C in student interest, knowledge consolidation effect, literature retrieval learning, clinical thinking improvement, doctor-patient communication ability and other aspects. They were better than group a in clinical practice such as case analysis, medical record writing, physical examination and basic theoretical knowledge scores. The teaching satisfaction and knowledge mastery rate of group B were better than those of group C. Group C was better than group A, and the difference was statistically significant (P < 0.05). In conclusion, in the standardized training of general surgery residents, the combination of PBL teaching model and CBL teaching model has a better effect, the overall performance of residents is higher, the comprehensive level is significantly improved, and the shortcomings of a single teaching model are made up for and the teaching quality and satisfaction are guaranteed.
General surgery; A resident physician; Standardized training; Differentiated teaching; PBL teaching method; CBL teaching method; Teaching satisfaction
Wang Ying. Discussion on Differentiated Teaching of Standardized Training for Residents in General Surgery. Frontiers in Educational Research (2025) Vol. 8, Issue 1: 83-87. https://doi.org/10.25236/FER.2025.080114.
[1] Jiang Gang, Seinfeld, Yu Yong, et al. Application of MDT and PBL teaching model in clinical teaching of general surgery [J]. Chinese Journal of Multimedia and Network Teaching (last week), 2023(8):147-150.
[2] Zhang Lihai, Wang Jiao, Wang Xingquan, et al. Application effect analysis of integrated teaching mode of medical teaching classroom and ideological and political education in general surgery teaching [J]. Chinese Health Industry, 2023, 20(19):177-180.
[3] Feng Qing-Zhao, Wang Shu-an, Ding Jie, et al. Application of "integrated, three-level, multi-model" teaching method in standardized training of general surgery residents [J]. Chinese Modern Doctor, 2024, 62(3):100-103.
[4] Yang Jin, Yu Hong, Dai Yi, et al. Application of think-pair-share model in standardized training teaching rounds of general surgery residents [J]. Chinese Higher Medical Education, 2022(5):68-70.
[5] Zhang Chuanqiang, Gu Jianchun, Xu Hua. Application of problem-oriented interactive teaching method based on online platform in clinical teaching of general surgery [J]. Chinese Science and Technology Journal Database (full-text edition) Medicine and Health, 2022(6):4.
[6] Zhang Dongsheng, Wang Xiaowei, Sun Yueming, et al. Application effect of laparoscope support technique teaching in standardized training of general surgery residents [J]. Journal of Laparoscopic Surgery, 2023, 28(10):784-787.
[7] Yan Yunwen, Xu Xiaojun, Zhang Jingjie. Application of perceptual cognitive sublimation theory in breast surgery teaching [J]. Chinese Science and Technology Journal Database (full-text edition) Education Science, 2022(6):4.
[8] LI Ke, XIAO Shiqi, Fan Ling. Application of flipped classroom combined case Workshop in General Surgery practice teaching of undergraduate nursing students [J]. Chinese Journal of Medical Education, 2022(1):110-113.