What does this research mean for the field?

An integrated teaching package featuring a penalty-free competition improves short-term knowledge and perceived teaching quality for residency trainees with clinical foundations, but is ineffective for interns who likely require stronger foundational scaffolding. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

To assess changes in knowledge and perceived teaching quality among medical trainees participating in an integrated hematology curriculum that incorporated a penalty-free competition.

August 28, 2026BMC Research NotesOpen Access

Integrated hematology rotation teaching with a penalty-free competition: a prospective exploratory study of trainee outcomes

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Authors

ZYZhengyu Yu BQBingquan QiuSichuan University ZWZhongwang Wang

Discussion

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Implication

Prospective study reveals knowledge and evaluation gains among residents but not interns following interactive rotation teaching, indicating baseline experience modulates educational benefits.

Key Points

To assess changes in knowledge and perceived teaching quality among medical trainees participating in an integrated hematology curriculum that incorporated a penalty-free competition.
Prospective exploratory study of 60 trainees (30 interns and 30 standardized residency trainees) completing a 2-week hematology rotation.
The educational intervention combined ward-round teaching, mini-lectures, case- and problem-based discussions, and a penalty-free rapid-fire competition.
Evaluations included pre- and post-rotation knowledge testing and the Student Evaluation of Educational Quality (SEEQ) instrument analyzed using regression modeling.
Standardized residency trainees experienced significant gains in knowledge scores (74.47 ± 7.99 to 92.80 ± 5.19, p < 0.001) and total SEEQ ratings (112.47 ± 8.71 to 122.63 ± 6.92, p < 0.001).
Interns exhibited no statistically significant changes in knowledge scores or subjective teaching evaluation ratings.
Regression analysis demonstrated a significantly greater increase in the organization/clarity domain score among male standardized residency trainees compared to female peers.

Cite This Study

Yu et al. (2026) studied this question.

synapsesocial.com/papers/6a91468ad15324a1df3aa2ef https://doi.org/10.1186/s13104-026-07970-9

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August 28, 2026BMC Research NotesOpen Access

Integrated hematology rotation teaching with a penalty-free competition: a prospective exploratory study of trainee outcomes

View Full Paper

Ask AI

Bookmark

Authors

ZYZhengyu Yu BQBingquan QiuSichuan University ZWZhongwang Wang

Discussion

Member takes

Implication

Prospective study reveals knowledge and evaluation gains among residents but not interns following interactive rotation teaching, indicating baseline experience modulates educational benefits.

Key Points

To assess changes in knowledge and perceived teaching quality among medical trainees participating in an integrated hematology curriculum that incorporated a penalty-free competition.
Prospective exploratory study of 60 trainees (30 interns and 30 standardized residency trainees) completing a 2-week hematology rotation.
The educational intervention combined ward-round teaching, mini-lectures, case- and problem-based discussions, and a penalty-free rapid-fire competition.
Evaluations included pre- and post-rotation knowledge testing and the Student Evaluation of Educational Quality (SEEQ) instrument analyzed using regression modeling.
Standardized residency trainees experienced significant gains in knowledge scores (74.47 ± 7.99 to 92.80 ± 5.19, p < 0.001) and total SEEQ ratings (112.47 ± 8.71 to 122.63 ± 6.92, p < 0.001).
Interns exhibited no statistically significant changes in knowledge scores or subjective teaching evaluation ratings.
Regression analysis demonstrated a significantly greater increase in the organization/clarity domain score among male standardized residency trainees compared to female peers.

Cite This Study

Yu et al. (2026) studied this question.

synapsesocial.com/papers/6a91468ad15324a1df3aa2ef https://doi.org/10.1186/s13104-026-07970-9

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