Objective: To explore and analyze the application effect of participatory teaching method in the standardized training of respiratory medicine residents. Methods: The study period was from May 2022 to May 2023. 20 doctors in the standardized training of respiratory medicine residency in our hospital were taken as research subjects and grouped into the participatory group (n = 10) and the routine group (n = 10) by using the random number lottery method. The participatory group practised participatory teaching methods, and the routine group practised routine teaching methods. The results of discharge assessment, teaching evaluation, and mini-Clinical Evaluation Exercise (mini-CEX) assessment were compared between the groups. Results: The theoretical assessment, operational assessment, and total scores of the participatory group were significantly higher than those of the routine group, and the difference was statistically significant (P < 0.05). The teaching evaluation of independent learning, theoretical mastery, teamwork, clinical thinking, communication, and learning interest of the participatory group was significantly higher than that of the routine group, and the difference was statistically significant (P < 0.05). The mini-CEX assessments of history inquiry, organizational effectiveness, professionalism, physical examination, clinical diagnosis, communication skills, and overall clinical competence of the participatory group were significantly better than those of the routine group, and the difference was statistically significant (P < 0.05). The teaching satisfaction of the participatory group was significantly higher than that of the routine group, the difference was statistically significant (P < 0.05). Conclusion: Participatory teaching methods can improve the overall level of doctors in the respiratory medicine residency standardized training, and the teaching satisfaction is improved.
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