Application of outcome-oriented TECK teaching in standardized training of residents in the department of neurology
10.3760/cma.j.cn116021-20240908-02111
- VernacularTitle:基于成果导向的TECK教学在神经内科住院医师规范化培训中的应用研究
- Author:
Xuetao HE
1
;
Rong GAN
1
;
Jieling CHEN
1
;
Rong YANG
1
;
Zhexian YANG
1
Author Information
1. 南方医科大学附属广东省人民医院（广东省医学科学院）神经科，广州 510080
- Publication Type:Journal Article
- Keywords:
Outcome-oriented education;
TECK teaching;
Department of neurology;
Standardized residency training;
Clinical competence
- From:
Chinese Journal of Medical Education Research
2025;24(9):1266-1272
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the effectiveness of outcome-oriented TECK teaching in the standardized training of neurology resident physicians, and to evaluate its impact on clinical practice, clinical thinking, and self-learning abilities.Methods:A controlled study design was adopted, and 78 resident physicians who rotated through the Department of Neurology at Guangdong Provincial People's Hospital Affiliated to Southern Medical University between November 2022 and November 2024 were divided into a control group ( n=39) and an experimental group ( n=39) according to their admission order. The control group received the traditional "theoretical teaching, rotation training, exit assessment" mode. The experimental group received an outcome-oriented TECK teaching mode, which included four modules: theoretical class, experimental course/practice, case discussion, and knowledge reinforcement. The two groups of residents were evaluated for clinical practice ability, clinical thinking ability, and teaching satisfaction. SPSS 22.0 was used for t-test and chi-square test. Results:The experimental group outperformed the control group in all dimensions of clinical practice ability (except for doctor-patient communication ability) (all P<0.001), such as basic operational skills [(4.42±0.41) vs. (3.87±0.56)] and emergency management ability [(4.38±0.39) vs. (3.65±0.62)]. The clinical thinking ability scores of the experimental group were higher (all P<0.001), such as diagnostic logic [(4.43±0.38) vs. (3.92±0.51)] and decision-making basis [(4.45±0.42) vs. (3.78±0.63)]. In terms of self-learning ability, the experimental group showed significant improvements in literature search [(4.42±0.43) vs. (3.65±0.58)] and knowledge update [(4.38±0.39) vs. (3.42±0.61)] (both P<0.001). In terms of teaching satisfaction, the experimental group scored higher in dimensions such as course design [(4.42±0.41) vs. (3.89±0.58)] and clinical fit [(4.45±0.37) vs. (3.82±0.61)] (all P<0.001). Conclusions:The outcome-oriented TECK teaching mode can effectively enhance the clinical practice and thinking abilities of neurology residents in standardized training, and improve the effectiveness of self-learning, providing an innovative path for the training of specialized physicians. In the future, interdisciplinary integration and long-term tracking and evaluation need to be optimized.
