Application of streamlined modular teaching guided by the ARCS motivational design model in the standardized training of anesthesiology residents
10.3760/cma.j.cn116021-20240911-02079
- VernacularTitle:ARCS动机设计模式指导下的精简模块化教学在麻醉科住院医师规范化培训教学中的应用
- Author:
Zhaochu SUN
1
;
Jian SHEN
1
Author Information
1. 南京医科大学第一附属医院麻醉与围术期医学科，南京 210029
- Publication Type:Journal Article
- Keywords:
Department of Anesthesiology;
Standardized residency training;
ARCS motivational design model;
Modular teaching
- From:
Chinese Journal of Medical Education Research
2025;24(7):969-975
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To evaluate the effectiveness of streamlined modular teaching guided by the ARCS (attention, relevance, confidence, and satisfaction) motivational design model in standardized training of anesthesiology residents.Methods:Sixty anesthesiology residents who underwent standardized training at The First Affiliated Hospital of Nanjing Medical University between June 2022 and June 2024 were randomly assigned to an experimental group ( n=30) or a conventional group ( n=30). The conventional group received traditional theoretical instruction and skill training, including thematic lectures, case discussions, and simulation-based skills training. The experimental group received streamlined modular teaching based on ARCS, with training content divided into eight high-frequency clinical modules (e.g., difficult airway management and intraoperative anaphylactic shock management) and each module designed according to the four ARCS components. Teaching effectiveness was evaluated through examination scores, assessments of learning motivation, and teaching feedback. SPSS 26.0 was used for χ2 test and t test. Results:The experimental group scored significantly higher in theoretical examinations compared to the conventional group [(84.20±1.40) vs. (79.13±1.67), P<0.001], with particularly notable improvements in clinical application and integrative analysis questions. Practical skill scores were also higher in the experimental group compared to the conventional group (all P<0.001). In terms of learning motivation, the experimental group showed higher scores in both intrinsic motivation [e.g., challenge, (13.04±2.11) vs. (10.29±2.05)] and extrinsic motivation [e.g., interpersonal competition, (24.10±2.35) vs. (22.92±2.12)] (all P<0.05). Teaching feedback indicated that the experimental group rated higher in stimulating curiosity and enhancing teamwork skills. Conclusions:The ARCS motivational design model combined with streamlined modular teaching effectively improved the theoretical knowledge, practical skills, and learning motivation of residents in the Department of Anesthesiology. This approach also enhanced teaching satisfaction and provided an innovative scheme for standardized residency training. Future studies should expand sample size and optimize technological dependencies to further validate the generalizability of this teaching method.
