Objective: To explore the application and effect of small group-based voluntary cooperation inquiry method in resident training teaching. Methods: A total of 50 physicians receiving resident training in the First Affiliated Hospital of Nanjing Medical University from September 2016 to July 2021 were randomly divided into two groups for research. Trainees in the test group (group A, n = 25) adopted voluntary cooperation inquiry method; and those in the control group (group B, n = 25) applied the teaching method. The teaching effect was evaluated through questionnaires, theoretical knowledge tests and practical skills assessment. Results: (1) The results of the questionnaire showed that the residents in the test group were significantly better than those in the control group in terms of active preview (p < 0.001), whole-process concentrating on participating in the questionnaire (p < 0.001), searching for points of interest (p < 0.001), proposing high-quality questions (p < 0.001), and different teaching methods (p < 0.001). (2) The theoretical knowledge test results revealed that the results of physicians receiving resident training in the test group were significantly better than those in the control group (p < 0.001). (3) The results of practical skill assessment indicated that the scores of physicians receiving resident training in the test group were obviously superior to those in the control group (p < 0.001). Conclusion: There is positive application effect of voluntary cooperation inquiry method in resident training teaching, and it greatly improves trainees' learning interest and learning ability.

Shangqian Wang, Gong Cheng. Evaluation of the Application of Voluntary Cooperation Inquiry Method in Stimulating Interest in Resident Training Classes. International Journal of New Developments in Education (2022) Vol. 4, Issue 13: 62-66. https://doi.org/10.25236/IJNDE.2022.041312.

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