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Multi-objective teaching improves learning results: A randomized controlled trial

Kai Wang1 , Zhe Zhang1 , Mingling Wang2 , Shiming Feng3 , Huanjia Xue1 , Xiang Huan1 , Liwei Wang1 


1Department of Anesthesiology, 2Operating Room, 3Department of Orthopaedics, Xuzhou Clinical College Affiliated  to Xuzhou Medical University, Xuzhou 221009, Jiangsu, China. 


Address correspondence to: Liwei Wang, Department of Anesthesiology, Xuzhou Central Hospital, No.199 Jiefang South Road, Quanshan District, Xuzhou 221009, Jiangsu, China. Email:  760020230115@xzhmu.edu.cn.


Acknowledgement: This work was supported by Young Scientist Fund of National Natural Science Foundation of  China (81700078) and Xuzhou Medical Key Talents program (XWRCHT20220051). 


DOI: https://doi.org/10.61189/143336qedqgl


Received November 2, 2024; Accepted February 14, 2025; Published March 31, 2025


Highlights

● Training with the multi-objective teaching model significantly improved in perioperative skills of residents. 

● Multi-objective teaching model effectively facilitates the acquisition of comprehensive theoretical knowledge in   anesthesiology. 

● Multi-objective teaching model emphasizes the development of teamwork skills.

Abstract

Objective: The multi-objective teaching model is an educational strategy that aims to promote the holistic development of students through diverse teaching methods and activities. This study explores the application method  of multi-objective teaching model in the standardized training of anesthesiology residents in China, aiming to enhance teaching outcomes and cultivate skilled anesthesiologists. Methods: A total of 60 anesthesiology residents  undergoing standardized training at our center were included in this clinical observation. Participants (n=30/ group) were randomly assigned to either the observation group (multi-objective teaching model) or the control  group (conventional teaching model). All the participants received training on ultrasound-guided short-axis inplane and short-axis out-of-plane axillary brachial plexus nerve block. In the control group, the teaching of the two  kinds of punctures were carried out separately without comparison of the two or inclusion of additional puncture  techniques. In the observation group, the teaching of the two kinds of puncture were integrated, and the experience was summarized and extended to the vascular and nerve puncture requiring similar technology. After the  teaching of two different models, the difference of success rates in supraclavicular vein and internal jugular vein  punctures were evaluated. Results: The observation group demonstrated a significantly shorter puncture and  catheter placement time compared to the control group during supraclavicular vein and internal jugular vein puncture procedures (5.19±2.20 minutes vs. 8.35±2.40 minutes, P<0.01), with a higher success rate (76% vs. 64%,  P=0.08). The number of mistaken arterial punctures was significantly reduced (4 cases vs. 8 cases, P=0.26).  Additionally, both student and mentor evaluations of the multi-objective teaching model were significantly higher  than those of the conventional model (student evaluation: 82±11 points vs. 71±9 points, P<0.01; mentor evaluation: 85±9 points vs. 76±7 points, P<0.01). Conclusion: The multi-objective teaching model significantly improves  perioperative skills and teaching satisfaction among anesthesiology residents. It is an effective educational approach for enhancing anesthesiology training.

Keywords: Multi-objective teaching, anesthesia practice, residents training

Kai Wang, Zhe Zhang, Mingling Wang,Shiming Feng, Huanjia Xue, Xiang Huan, Liwei Wang. Multi-objective teaching improves learning results: A  randomized controlled trial. Perioper Precis Med. 2025 Mar; 3 (1): 9-15. doi: 10.61189/143336qedqgl
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