Background This study evaluated the effectiveness of a training model combining 5E teaching and microteaching in improving clinical abilities, critical thinking, and learning satisfaction of general practitioners (GPs) in standardized training. Methods Sixty general practice residents undergoing standardized training at Yan’an University Affiliated Hospital (Sept 2023-Sept 2025) were enrolled to minimize sampling bias, randomly divided into two groups. The experimental group received 5E microteaching (participation, exploration, explanation, expansion, evaluation) with microteaching for skill documentation and feedback; the control group received traditional teaching. Group differences were assessed using the MINI-CEX, CTDI-CV, graduation evaluations, and a satisfaction questionnaire. Results No significant baseline differences (sex, age) validated randomization. The experimental group outperformed the control in all MINI-CEX dimensions (all p 0.05), showed significant CTDI-CV improvements in truth-seeking, openness, analytical capability, systematicity, self-confidence, curiosity (all p 0.05; cognitive maturity unchanged), higher scores in theory, medical record writing, operational skills (all p 0.001), and higher satisfaction (96.67% vs. 73.33%, p = 0.030). Conclusion The “5E-Microteaching (integrated model)” effectively improves clinical competencies, critical thinking, and satisfaction among general practice residents, providing an empirical framework for competency-based innovation in general medical education.
Li et al. (2026) studied this question.