Huang Peipei, Miao Wang, Wang Rui, Yang Fan, Li Xiufang, Shen Nannan
Neurological Intensive Care Unit, The First Affiliated Hospital of Zhengzhou University, Henan, Zhengzhou, China.
Department of Obstetrics, the First Affiliated Hospital of Zhengzhou University, Zhengzhou, Henan, China.
BMC Med Educ. 2025 Jul 10;25(1):1032. doi: 10.1186/s12909-025-07507-x.
This study explores the application effects of a novel teaching model that combines micro-learning, bedside teaching, and case-based learning (CBL) in the standardized training of neurology residents.
From January 2022 to December 2024, a total of 103 neurology residents undergoing standardized training at the First Affiliated Hospital of Zhengzhou University were selected as the study subjects. A quantitative research design was employed, and participants were randomly divided into an experimental group and a control group. The experimental group (51 participants) utilized a novel teaching model that integrated micro-learning, bedside teaching, and CBL, while the control group (52 participants) employed Lecture-Based Learning (LBL) methods. The study focused on several indicators, including theoretical assessment scores from standardized training, student satisfaction and interest in the teaching content, clinical competency evaluations, and self-assessments by instructors.
The novel teaching model combining micro-learning, bedside teaching, and CBL significantly outperformed traditional teaching methods in improving residents' theoretical assessment scores (83.02 ± 7.33 vs. 76.04 ± 7.19) and clinical competency evaluations, particularly in comprehensive ability assessments (85.55 ± 5.24 vs. 75.10 ± 7.86). Students also reported a marked increase in satisfaction with the teaching content and learning interest (P < 0.01). Furthermore, instructors expressed a high level of recognition for the new course model in their post-class self-evaluations (P < 0.01).
The findings of this study indicate that the integration of micro-learning, bedside teaching, and CBL can provide a more effective teaching model for the training of neurology residents, offering strong support for future reforms and developments in medical education.
本研究探讨一种将微学习、床边教学和基于案例的学习（CBL）相结合的新型教学模式在神经内科住院医师规范化培训中的应用效果。
选取2022年1月至2024年12月在郑州大学第一附属医院接受规范化培训的103名神经内科住院医师作为研究对象。采用定量研究设计，将参与者随机分为实验组和对照组。实验组（51名参与者）采用一种整合了微学习、床边教学和CBL的新型教学模式，而对照组（52名参与者）采用基于讲座的学习（LBL）方法。该研究关注多个指标，包括规范化培训的理论考核成绩、学生对教学内容的满意度和兴趣、临床能力评估以及带教老师的自我评价。
将微学习、床边教学和CBL相结合的新型教学模式在提高住院医师的理论考核成绩（83.02±7.33 vs. 76.04±7.19）和临床能力评估方面明显优于传统教学方法，尤其是在综合能力评估方面（85.55±5.24 vs. 75.10±7.86）。学生对教学内容的满意度和学习兴趣也显著提高（P<0.01）。此外，带教老师在课后自我评价中对新课程模式给予了高度认可（P<0.01）。
本研究结果表明，微学习、床边教学和CBL的整合可为神经内科住院医师培训提供更有效的教学模式，为未来医学教育的改革和发展提供有力支持。
