Application of peer-assisted learning under the LSPPDM mode in resident clinical skill training.

BACKGROUND

Currently, several studies have explored the LSPPDM teaching model and peer-assisted learning to enhance teaching outcomes. Nevertheless, no study has integrated the LSPPDM model with peer mutual learning to explore its possible beneficial effects. The present study aims to explore the role of peer-assisted learning under the LSPPDM mode in improving the clinical competency of residents.

METHODS

A total of 129 residents of Zhongnan Hospital of Wuhan University were selected as study subjects, including 68 residents in Grade 2022 as the control group (traditional teaching mode) and 61 residents in Grade 2023 as the experimental group (peer-assisted learning under the LSPPDM mode). To compare the grades of the basic clinical skills course and the after-department examination performance of the two groups of residents and to analyze the residents' evaluation of the effectiveness of their teaching, questionnaires were used.

RESULTS

The experimental group achieved a significantly higher total score in the clinical basic skills course (90.62) compared to the control group (86.23, P < 0.05). The average scores of theory, skills and case reports of the residents in the experimental group were 83.75, 90.98 and 89.74, respectively, which were higher than the 82.83, 89.11 and 87.41, respectively, in the control group. The difference between the skill score and case report score was statistically significant (P < 0.05), and the theoretical score difference was not statistically significant (p = 0.476). Residents in the experimental group were significantly satisfied with each teaching session compared with the test value (4 points = satisfaction) (P < 0.001).

CONCLUSION

Peer-assisted learning under the LSPPDM mode significantly improves residents' clinical competency and achieves high satisfaction levels, offering valuable insights for optimizing clinical skill training in other hospitals.