Volume 2, Issue 2

Objective: Diabetes clinical teaching has long relied on theoretical instruction and static case studies, which leaves residents ill-prepared to manage dynamic blood glucose fluctuations and complex clinical scenarios. This study aims to explore the effectiveness of integrating Ambulatory Glucose Profile (AGP) with scenario simulation in enhancing residents’ clinical reasoning for diabetes management. Methods: Sixty endocrinology residents were randomly assigned to a control group and an intervention group. Both groups underwent the same conventional clinical teaching curriculum. Additionally, the control group completed an 8-hour AGP training program consisting of 4 hours of didactic instruction and 4 hours of self-directed practice with static case analysis. The intervention group received an 8-hour integrated program combining AGP analysis with high-fidelity scenario simulation and structured debriefing according to Kolb’s experiential learning cycle. Teaching outcomes were evaluated through theoretical assessments (primary outcome), Objective Structured Clinical Examinations (OSCEs), Mini-Clinical Evaluation Exercises (Mini-CEX), and satisfaction surveys. Results: The intervention group demonstrated significantly higher scores than the control group in the primary outcome (theoretical knowledge), across all six OSCE stations (including history taking, physical examination, skill operation, medical communication, medical record writing, and case analysis), as well as in multiple Mini-CEX dimensions (history taking, physical examination, communication skills, clinical judgment, and organizational efficiency) (all P<0.05). No significant differences were observed between the two groups in humanistic care and teaching satisfaction (P>0.05). Conclusions: The integrated teaching approach combining AGP with scenario simulation demonstrated preliminary effectiveness in enhancing residents’ comprehensive clinical management skills and may serve as a valuable method for training clinical reasoning in diabetes care.

Objective: To evaluate the effectiveness of a simulation-based practice model for training anesthesiology residents in ultrasound-guided transversus abdominis plane (TAP) block. Methods: A total of 40 anesthesiology residents from the Department of Anesthesiology, Jiangsu Cancer Hospital, who participated in standardized anesthesiology residency training from June 2025 to December 2025, were enrolled and randomly assigned into a simulation group and a control group, with 20 residents in each group. TAP block training was provided through demonstration in both groups, while the simulation-based practice model was additionally applied to the simulation group. Outcome measures included total procedure duration, success rate of TAP block, skill operation scores, theoretical test scores, trainee satisfaction, training vividness, and willingness to recommend the training mode. Results: Compared with the control group, residents in the simulation group completed the TAP block procedure faster (10.54±3.42 min vs. 15.53±4.56 min, P<0.05), and achieved significantly higher scores in skill operations (25.81±1.13 vs. 22.91±1.25, P<0.05) and theoretical tests (92.51±2.93 vs. 85.67±1.01, P<0.05). Additionally, the simulation group reported significantly higher scores in trainee satisfaction (8.93±0.57 vs. 7.58±1.18, P<0.05), training vividness (8.98±0.67 vs. 7.33±0.82, P<0.05), and willingness to recommend the training mode (8.86±0.83 vs. 7.63±1.25, P<0.05). The success rate of TAP block performed by residents was significantly higher in the simulation group than in the control group (85% vs. 70%, P<0.05). Conclusion: The simulation-based practice model substantially improves the quality and effectiveness of TAP block training. By enabling repeated practice of both ultrasound techniques and TAP block procedures on simulators and real patients, anesthesiology residents can achieve proficiency in the relevant theoretical knowledge and technical skills before clinical application.