Exploration and practice of a DeepSeek‑enhanced, scenario‑based teaching model integrated with a multidisciplinary team approach in gastroenterology residency training

The first year of standardised residency training is a critical transition from medical student to clinical practitioner, during which trainees struggle to integrate theoretical knowledge with clinical competencies. Traditional teaching often lacks active learning and authentic clinical immersion. This randomised controlled trial evaluated the effectiveness of a DeepSeek‑enhanced, scenario‑based teaching model combined with a multidisciplinary team (MDT) approach for first‑year gastroenterology residents. Ninety first‑year residents rotating through the Department of Gastroenterology at Yunnan Third People’s Hospital between January and December 2025 were randomly assigned to a control group ( n = 45) receiving case‑based learning (CBL) or an intervention group ( n = 45) receiving DeepSeek‑enhanced scenario‑based simulation teaching integrated with MDT. Outcomes included theoretical knowledge examinations, clinical skills assessments, the California Critical Thinking Disposition Inventory (CCTDI), and a teaching satisfaction questionnaire. The intervention group scored significantly higher than the control group in theoretical knowledge (83.1 ± 5.5 vs. 74.4 ± 5.4, t = 7.53, P < 0.001) and clinical skills (83.8 ± 6.3 vs. 74.9 ± 5.3, t = 7.14, P < 0.001). On the CCTDI, the intervention group outperformed the control group across all seven dimensions, including truth‑seeking (31.6 ± 6.7 vs. 25.0 ± 5.5, t = 5.05, P < 0.001) and analyticity (31.4 ± 6.9 vs. 25.7 ± 4.5, t = 4.56, P < 0.001), and achieved a significantly higher total score (218.5 ± 20.4 vs. 179.2 ± 16.5, t = 9.83, P < 0.001). Teaching satisfaction was also significantly higher in the intervention group, with a total score of 54.3 ± 2.6 vs. 44.2 ± 3.1 (t = 16.31, P < 0.001). The DeepSeek‑enhanced scenario‑based teaching model combined with MDT effectively improves clinical knowledge, practical skills, and critical thinking dispositions in early‑stage gastroenterology residents, while also fostering learning motivation and team collaboration. This approach offers a valuable framework for optimising residency training quality.