Application of modular hierarchical progressive teaching method in the standardized training of anesthesiology residents

Zhang Na; Tang Xi; Wang Zhi; Yi Bin; Huang Jian; Ning Jiaolin

doi:10.3760/cma.j.cn116021-20250710-02192

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Application of modular hierarchical progressive teaching method in the standardized training of anesthesiology residents

Standardized Residency Training | 更新时间：2026-05-02

- Application of modular hierarchical progressive teaching method in the standardized training of anesthesiology residents
- Chinese Journal of Medical Education Research Vol. 25, Issue 4, Pages: 481-486(2026)
- 作者机构：
  
  陆军军医大学第一附属医院麻醉科，重庆 400038
- 作者简介：
  
  Ning Jiaolin, Email: njiaolin@126.com
- 基金信息：
  
  Chongqing Higher Education Teaching Reform Research Project(233573)
- DOI：10.3760/cma.j.cn116021-20250710-02192
  CLC： R614
- Received：10 July 2025，
  
  Published：20 April 2026
- 稿件说明：
移动端阅览
张娜, 唐希, 王芝, 等. 模块化分层递进教学在麻醉住院医师规范化培训中的应用[J]. 中华医学教育探索杂志, 2026, 25(4): 481-486.

Zhang Na, Tang Xi, Wang Zhi, et al. Application of modular hierarchical progressive teaching method in the standardized training of anesthesiology residents[J]. Chinese Journal of Medical Education Research, 2026, 25(4): 481-486.
张娜, 唐希, 王芝, 等. 模块化分层递进教学在麻醉住院医师规范化培训中的应用[J]. 中华医学教育探索杂志, 2026, 25(4): 481-486. DOI： 10.3760/cma.j.cn116021-20250710-02192.

Zhang Na, Tang Xi, Wang Zhi, et al. Application of modular hierarchical progressive teaching method in the standardized training of anesthesiology residents[J]. Chinese Journal of Medical Education Research, 2026, 25(4): 481-486. DOI： 10.3760/cma.j.cn116021-20250710-02192.

摘要

目的

探讨模块化分层递进教学在麻醉专业住院医师规范化培训中的实施效果。

方法

选择麻醉专业住培学员41名，分别分配至分层递进教学组（20名）与模块化分层递进教学组（21名）。分层递进教学组以分层递进培训要求为原则、以“教学活动内容及指南”所要求的50个知识点为核心，实施小讲课、教学查房、病例讨论、技能培训等教学活动；模块化分层递进教学组将50个知识点、师资教学能力以及学员知识层次进行分层，不同层次的师资、学员与知识点间相互匹配，并以知识点为主线贯穿小讲课、教学查房、病例讨论、技能培训等教学活动。培训中期和培训12个月时对2组学员进行理论与技能考核、教学方式评价问卷调查，以及学员与教员总体满意度调查。使用SPSS 23.0进行

检验和Mann-Whitney

检验、卡方检验或Fisher确切概率法。

结果

模块化分层递进教学组学员的中期与年度理论考核、中期技能考核成绩均高于分层递进教学组[82.00（76.00~89.00） vs. 78.50（75.00~81.50）；（87.24±3.25） vs. （84.55±3.19）；（87.38±3.41） vs. （85.25±3.21）]，且其教学方式评价、学员总体满意度均较高[（61.81±2.34） vs. （57.15±2.91）；9（8~9） vs. 8（7~9）]。

结论

模块化分层递进教学有助于提高麻醉专业住院医师规范化培训质量，激发学员学习兴趣，提高学员总体满意度。

Abstract

Objective

To explore the implementation effects of modular hierarchical progressive teaching method in the standardized training of anesthesiology residents.

Methods

A total of 41 anesthesiology residents were assigned to either the hierarchical progressive teaching group (

=20) or the modular hierarchical progressive teaching group (

=21). The hierarchical progressive teaching group followed the hierarchical progressive training requirements

used the 50 knowledge points outlined in the Teaching Activity Content and Guidelines as the core

incorporated teaching activities such as lectures

teaching rounds

case discussions

and skill training. The modular hierarchical progressive teaching group stratified the 50 knowledge points

faculty teaching abilities

and resident knowledge

levels. Teachers

residents

and knowledge points were matched accordingly. With the knowledge points serving as the main thread

lectures

teaching rounds

case discussions

and skill training were connected. At the mid-term and after 12 months of training

residents underwent theoretical and skill assessments

completed a teaching evaluation questionnaire

and participated in an overall satisfaction survey for both residents and teachers. SPSS 23.0 was used for

-test

Mann-Whitney

test

chi-square test

or Fisher's exact test.

Results

Residents in the modular hierarchical progressive teaching group scored higher in both mid-term and annual theoretical assessments and mid-term skill assessments compared to those in the hierarchical progressive teaching group [82.00 (76.00-89.00) vs. 78.50 (75.00-81.50); (87.24±3.25) vs. (84.55±3.19); (87.38±3.41) vs. (85.25±3.21)]. Additionally

the evaluation for the teaching methods and the overall satisfaction of the trainees were higher in the modular hierarchical progressive teaching group [(61.81±2.34) vs. (57.15±2.91); 9 (8-9) vs. 8 (7-9)].

Conclusions

Modular hierarchical progressive teaching method is helpful to improve the quality of standardized training for anesthesiology residents

stimulate the learning interest of trainees

and enhance the overall satisfaction of trainees.

关键词

Keywords

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