Objective:To evaluate the effectiveness of a Feynman learning method based on ICARE (integrity, compassion, accountability, respect, and excellence) in the standardized training of spinal surgery residents.Methods:A total of 60 spinal surgery residents at The Second Affiliated Hospital of Naval Medical University (Shanghai Changzheng Hospital) were enrolled between May 2022 and May 2024 and randomly assigned to an experimental group or a control group with 30 residents in each group. The experimental group received dual-spiral teaching integrating ICARE with the Feynman learning method (concept explanation, simplified reconstruction, practical application, and teaching output). The control group underwent standard theoretical instruction and clinical skill training. Evaluations were performed using theoretical examinations, clinical operation, the Caring Ability Inventory, and a teaching satisfaction questionnaire. SPSS 26.0 was used for t test. Results:The experimental group scored significantly higher than the control group on the case analysis section of the theoretical examination [(15.17±2.33) vs. (12.38±2.08), P<0.001] and on clinical operation [(85.90±4.80) vs. (77.51±5.20), P=0.006]. Regarding humanistic care, the experimental group outperformed the control group in the cognition dimension [(87.75±9.43) vs. (81.10±9.56), P=0.009] and courage dimension [(77.43±9.57) vs. (72.37±9.23), P=0.042]. In teaching satisfaction assessment, the experimental group scored higher than the control group in curriculum design rationality and teaching philosophy recognition. Conclusions:The ICARE-Feynman integrated teaching method significantly enhances the clinical competence, humanistic care ability, and teaching satisfaction among spinal surgery residents. This approach provides an effective pathway for the integrated development of values and professional competencies in medical education.

Objective:To evaluate the effectiveness of a Feynman learning method based on ICARE (integrity, compassion, accountability, respect, and excellence) in the standardized training of spinal surgery residents.Methods:A total of 60 spinal surgery residents at The Second Affiliated Hospital of Naval Medical University (Shanghai Changzheng Hospital) were enrolled between May 2022 and May 2024 and randomly assigned to an experimental group or a control group with 30 residents in each group. The experimental group received dual-spiral teaching integrating ICARE with the Feynman learning method (concept explanation, simplified reconstruction, practical application, and teaching output). The control group underwent standard theoretical instruction and clinical skill training. Evaluations were performed using theoretical examinations, clinical operation, the Caring Ability Inventory, and a teaching satisfaction questionnaire. SPSS 26.0 was used for t test. Results:The experimental group scored significantly higher than the control group on the case analysis section of the theoretical examination [(15.17±2.33) vs. (12.38±2.08), P<0.001] and on clinical operation [(85.90±4.80) vs. (77.51±5.20), P=0.006]. Regarding humanistic care, the experimental group outperformed the control group in the cognition dimension [(87.75±9.43) vs. (81.10±9.56), P=0.009] and courage dimension [(77.43±9.57) vs. (72.37±9.23), P=0.042]. In teaching satisfaction assessment, the experimental group scored higher than the control group in curriculum design rationality and teaching philosophy recognition. Conclusions:The ICARE-Feynman integrated teaching method significantly enhances the clinical competence, humanistic care ability, and teaching satisfaction among spinal surgery residents. This approach provides an effective pathway for the integrated development of values and professional competencies in medical education.