Practice and experience of teaching mode of digestive endoscopy based on cognitive load theory in the standardized training of resident physicians

ObjectiveTo explore the effects of teaching mode of gastrointestinal endoscopy based on cognitive load theory in the standardized training of resident physicians.

MethodsSixty-six residents with standardized training in the gastrointestinal endoscopy room were randomly divided into the traditional group and research group.The research group was trained with the teaching mode based on cognitive load theory, while the traditional group was trained with the traditional teaching mode.The teaching effects between two groups were compared with basic knowledge test, clinical case test and questionnaire evaluation.

ResultsIn terms of the basic knowledge test, the total score, and scores of operational knowledge and clinical application in research group were significantly higher than those in traditional group(P < 0.01), while the difference of the score of basic theory between two groups was not statistical significant(P>0.05).The difference of the score of clinical case test between two groups was not statistically significant(P>0.05).The results of questionnaire showed that the degrees of satisfaction of learning interest and motivation, independent learning ability, clinical thinking establishment, medical humanistic feelings cultivation, interaction with teachers, and team spirit cultivation in research group were significantly higher than those in traditional group(P < 0.05 to P < 0.01).

ConclusionsThe application of the teaching mode based on cognitive load theory in the teaching of gastrointestinal endoscopy can effectively strengthen the basic and clinical knowledge of digestive endoscopy of resident physicians, improve their satisfaction with the standardized training and teaching process, and promote the effect and quality of standardized training.