Application of SPARK learning model combined with five-step questioning method in standardized training of residents in the department of thyroid and breast surgery
10.3760/cma.j.cn116021-20250101-02126
- VernacularTitle:SPARK学习模式联合五步疑问法在甲乳外科住院医师规范化培训教学中的应用研究
- Author:
Yixiang HUANG
1
;
Gang WANG
1
;
Yanni HUANG
1
;
Lei CHEN
1
Author Information
1. 同济大学附属第十人民医院普外科，上海 200072
- Publication Type:Journal Article
- Keywords:
SPARK learning model;
Five-step questioning method;
Department of thyroid and breast surgery;
Clinical thinking ability
- From:
Chinese Journal of Medical Education Research
2025;24(10):1350-1356
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To combine the SPARK learning model with five-step questioning method, construct a new teaching regimen, and evaluate its effectiveness in the resident training in the department of thyroid and breast surgery, and to provide theoretical basis and practical reference for optimizing the training model of specialist physicians.Methods:A total of 104 clinicians in the department of thyroid and breast surgery who participated in standardized training from December 2022 to December 2024 were selected as research subjects. Based on the time of teaching reform (January 2024), 52 clinicians who participated in standardized training from December 2022 to December 2023 were included in the control group; they received the routine teaching method mainly based on the linear teaching process of "theory teaching, clinical demonstration, skill training, and case discussion", which emphasized knowledge transmission and skill imitation. The 52 clinicians who participated in standardized training from January to December 2024 were assigned to the experimental group; they received SPARK learning model combined with the five-step question teaching method. Teaching evaluation included assessment of basic theory, clinical skills, and clinical thinking as well as satisfaction with teaching. The t test and chi-square test were performed using SPSS 26.0. Results:The basic theory assessment and clinical skill assessment scores were significantly higher in the experimental group than in the control group. The scores of all thinking ability dimensions were significantly higher in the experimental group than in the control group [diagnostic decision-making: (21.85±1.15) vs. (18.35±3.42); treatment plan: (24.62±1.52) vs. (20.28±4.13); complication management: (14.82±0.73) vs. (12.17±2.53); evidence-based medicine application: (15.18±0.92) vs. (12.48±2.85); multidisciplinary collaboration: (14.95±0.83) vs. (12.73±3.08); and cost benefit analysis: (8.25±0.42) vs. (6.82±1.53)]. The satisfaction scores were significantly higher in the experimental group than in the control group.Conclusions:Through the organic combination of systematic knowledge construction and critical thinking training, the teaching method integrating SPARK learning model and five-step questioning method can significantly enhance the specialized core competence of residents in the department of thyroid and breast surgery and their decision-making ability to cope with complex clinical scenarios.
