The Application Effect of Guideline-Based Teaching Model in Standardized Residency Training of Internal Medicine

Abstract

Objective: To explore the application effect of guideline-based teaching mode in standardized training for internal medicine residents, and to provide references for optimizing training programs and improving training quality. Methods: A total of 50 residents undergoing standardized training in internal medicine at our hospital from January 2024 to December 2024 were selected as the study subjects. A self-controlled before-and-after study design was adopted, with traditional teaching mode applied before training (baseline period) and guideline-based teaching mode applied after training (for a duration of one year). Theoretical knowledge scores, clinical skill operation scores, case analysis ability scores, satisfaction with the teaching mode, and the incidence of adverse medical events were compared before and after training. Results: After training, the residents’ theoretical knowledge scores increased from 68.35 ± 5.21 points at baseline to 85.62 ± 4.38 points, clinical skill operation scores increased from 70.12 ± 4.85 points to 88.75 ± 3.64 points, and case analysis ability scores increased from 65.48 ± 5.63 points to 86.33 ± 4.15 points, with statistically significant differences (t values were 18.65, 22.34, and 20.78, respectively, all P < 0.001). The satisfaction rate with the teaching mode among residents after training was 96.00% (48/50), significantly higher than the 72.00% (36/50) before training (χ² = 10.71, P = 0.001). The incidence of adverse medical events during the training period decreased from 8.00% (4/50) before training to 2.00% (1/50) after training, but the difference was not statistically significant (χ² = 0.842, P > 0.05). Conclusion: The application of the guideline-based teaching model in the standardized training of internal medicine residents can significantly enhance the trainees’ theoretical knowledge, clinical skills, and case analysis abilities, improve their satisfaction with teaching, and reduce the incidence of adverse medical events. The application effect is remarkable and worthy of promotion.