Objective: To investigate the efficacy of integrating project-based learning method with the mini-clinical evaluation exercise (Mini-CEX) in the clinical training of anesthesiology residents.
Methods: A total of 164 anesthesiology residents, 71 males and 93 females, aged 22-26 years, were randomly assigned to either a project-based learning method group (group P) or a traditional teaching group (group T), with 82 participants in each. Group P used the project-based learning method, while group T followed traditional lectures. Both groups underwent a standardized learning module on preoperative anesthesia evaluation and were assessed using the Mini-CEX across six domains: physical examination, humanistic care, medical history inquiry, communication, preoperative anesthesia education, and clinical judgment. Scores and satisfaction levels were compared between the groups.
Results: No significant differences were found in physical examination and humanistic care scores. Compared with group T, group P scored significantly higher in medical history inquiry, communication, preoperative anesthesia education, and clinical judgment (P < 0.05), satisfaction with teaching methods and outcomes was also significantly higher in group P (P < 0.05).
Conclusion: Combining project-based learning method with Mini-CEX in anesthesiology training enhances clinical skills like medical history inquiry, communication, and preoperative education. |
