The application of the segmented teaching method in the Teaching Ward Rounds for surgical residents undergoing standardized training

Abstract Background Teaching Ward rounds are a crucial method for residents in standardized surgical training to learn and master surgical diseases. Conducting teaching ward rounds strictly according to guidelines often results in a singular and mechanical teaching model, which lacks flexibility and innovation. Building upon these guidelines, we innovatively propose a segmented teaching approach for application in teaching ward rounds. The segmented teaching method involves dividing the content of teaching ward rounds into several relatively independent yet interconnected stages, with corresponding exercises for each stage. The aim of this study is to explore the effectiveness of the segmented teaching method in the training of residents in standardized surgical training during teaching ward rounds. Methods Forty first-year residents undergoing standardized training in the Department of Thoracic and Cardiovascular Surgery at the First Affiliated Hospital of South China University from June to August 2024 were selected as the study subjects and were randomly divided into an experimental group and a control group. The control group consisted of 20 individuals who were taught according to the Standardized Training Teaching Round Guidelines for Residents (2021 edition, hereinafter referred to as the "Guidelines"). The experimental group also consisted of 20 individuals who, in addition to following the Guidelines, employed a segmented teaching method in their teaching ward rounds. After each training session, supervising experts and peer teachers rated the teaching round process using the Standardized Training Teaching Round Assessment Scorecard for Residents (for use by supervising experts) and the Standardized Training Teaching Round Assessment Scorecard for Residents (for use by peer teachers). Furthermore, supervising physicians used the Mini-CEX assessment tool to evaluate the clinical capabilities of the residents (supervising physician evaluates resident), while residents used the 360-degree assessment tool for residents to assess the teaching capabilities of their supervising physicians (resident evaluates supervising physician). Additionally, residents utilized the Student Evaluation of Educational Quality (SEEQ) to rate their satisfaction with the teaching ward rounds. The results of the two groups were then compared. Results No statistically significant differences were observed in the aforementioned scores for teaching ward rounds between the experimental and control groups prior to the training (P > 0.05). However, following the training, the scores for the experimental group were significantly higher than those of the control group, with statistically significant differences (P < 0.05). Conclusion The segmented teaching approach yields superior educational outcomes in the teaching ward rounds for residents in standardized training, enhancing resident participation and competency.