Shangqian Wang, Gong Cheng
Urology Department, The First Affiliated Hospital of Nanjing Medical University, Nanjing, 210029, China
Purpose: Understand what kind of effect can be achieved by grouping teaching at different levels in the standardized training of residents. Method: A total of 96 residents who received standardized training at the First Affiliated Hospital of Nanjing Medical University from September 2016 to July 2022 were selected. They were divided into two groups. The test group (i.e. Group A) including 50 candidates who received teaching at different levels; and the control group (i.e., group B) had a total of 46 candidates who received traditional task-driven teaching. Three methods (questionnaires, theoretical tests and practical skills assessments) are used to assess the effectiveness of the two teaching methods described above. Results: (1) The questionnaire results showed that the performance of residents in Group A was significantly better than that of Group B in many aspects (Satisfaction with the profession(p<0.001), Interest in the course(p=0.001), Mastery of professional knowledge and skills(p<0.001), Heuristic thinking ability (p <0.001), The ability to conduct rigorous and thorough comprehensive analysis(p<0.001)). (2) The theoretical test results showed that Group A's performance was significantly better than that of Group B (p<0.001). (3) The results of the practical skills assessment showed that Group A's performance was significantly better than that of Group B (p<0.001). Conclusion: Positive effects (such as a significant increase in learning interest and learning ability) can be achieved by grouping teaching at different levels in the standardized training of resident physicians.
Subjective status, Teaching at different levels, Standardized training for resident physicians
Shangqian Wang, Gong Cheng. Analysis of the Effect on Grouping Teaching at Different Levels in the Standardized Training of Residents. International Journal of Frontiers in Sociology (2022), Vol. 4, Issue 11: 23-27. https://doi.org/10.25236/IJFS.2022.041105.
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