Volume 23 Issue 5
May  2025
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Article Navigation >  Chinese Journal of General Practice  > 2025  >  23(5): 867-870
XU Yue, ZHU Hongwei, CHEN Jing, LIU Tingting, WANG Wei, JIA Zhengong, ZHANG Yuling, CHEN Hui. Implementation effect and optimization study of standardized training of resident doctors based on satisfaction survey and Gibbs Reflection Cycle mode[J]. Chinese Journal of General Practice, 2025, 23(5): 867-870. doi: 10.16766/j.cnki.issn.1674-4152.004020
Citation: XU Yue, ZHU Hongwei, CHEN Jing, LIU Tingting, WANG Wei, JIA Zhengong, ZHANG Yuling, CHEN Hui. Implementation effect and optimization study of standardized training of resident doctors based on satisfaction survey and Gibbs Reflection Cycle mode[J]. Chinese Journal of General Practice, 2025, 23(5): 867-870. doi: 10.16766/j.cnki.issn.1674-4152.004020
shu

Implementation effect and optimization study of standardized training of resident doctors based on satisfaction survey and Gibbs Reflection Cycle mode

doi: 10.16766/j.cnki.issn.1674-4152.004020
  • 1.

    Department of Clinical Teaching, the First Affiliated Hospital of Bengbu Medical University, Bengbu, Anhui 233004, China

Funds:

 2020byzd233sk

 2022jyxm1014

  • Received Date: 2024-11-17
    Available Online: 2025-08-14
    Abstract
  •   Objective  To compare the application effects of standardized teaching based on the Gibbs Reflective Cycle model with traditional practical training in the standardized residency training program, and provide a basis for the reform of teaching methods.  Methods  This study employed a randomized controlled trial design. A total of 300 residents participating in the standardized training program at the First Affiliated Hospital of Bengbu Medical University from September 2021 to August 2024 were selected and randomly divided into a control group and an observation group, with 150 participants in each group. The control group received traditional training, including theoretical lectures, departmental rotations, and regular assessments. The observation group adopted the Gibbs Reflective Cycle model, incorporating group discussions and reflective sessions into theoretical teaching, and requiring residents to engage in self-reflection during clinical practice, with instructors guiding in-depth analysis. The teaching satisfaction and annual assessment scores of the two groups were compared.  Results  The observation group significantly outperformed the control group in teaching satisfaction, learning interest, practical skills, knowledge comprehension, comprehensive abilities, and total scores (P < 0.05). In terms of the annual assessment results, the theoretical knowledge of the observation group [(93.68±2.33)points vs. (83.85±2.24) points], clinical skills [(92.69±2.44) points vs. (81.36±2.21) points], the scores of case analysis [(91.63±2.16) points vs. (80.41±2.02) points] were significantly higher than those of the control group (P < 0.001).  Conclusion  Standardized teaching based on the Gibbs Reflective Cycle model demonstrates significant advantages in residency training, comprehensively enhancing the competencies of residents. It is recommended to promote this approach and refine training content and assessment standards according to hospital-specific conditions to meet the demands of healthcare reform and cultivate high-quality medical professionals.

     

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