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Objective <p>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.</p> Methods <p>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.</p> Results <p>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 (<i>P</i> &lt; 0.01). Furthermore, instructors expressed a high level of recognition for the new course model in their post-class self-evaluations (<i>P</i> &lt; 0.01).</p> Conclusion <p>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.</p>

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Innovative multimodal educational strategies: assessing the impact of integrative teaching methods on standardized neurology resident training

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年7月10日

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  • Peipei Huang,
  • Wang Miao,
  • Rui Wang,
  • Fan Yang,
  • Xiufang Li,
  • Nannan Shen

摘要

Objective

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.

Methods

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.

Results

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).

Conclusion

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.