Innovative multimodal Educational Strategies: Assessing the Impact of Integrative Teaching Methods on Standardized Neurology Resident Training

Objective : This study explores the application effects of a novel teaching model that combines micro-learning, bedside teaching, and case-based learning (CBL) in the standardized training of neurology residents. Methods: From January 2022 to December 2024, a total of 103 neurology residents undergoing standardized training at the First Affiliated Hospital of Zhengzhou University were selected as the study subjects. A quantitative research design was employed, and participants were randomly divided into an experimental group and a control group. The experimental group (51 participants) utilized a novel teaching model that integrated micro-learning, bedside teaching, and CBL, while the control group (52 participants) employed Lecture-Based Learning (LBL) method s. The study focused on several indicators, including theoretical assessment scores from standardized training, student satisfaction and interest in the teaching content, clinical competency evaluations, and self-assessments by instructors. Results: The novel teaching model combining micro-learning, bedside teaching, and CBL significantly outperformed traditional teaching methods in improving residents' theoretical assessment scores (83.02 ± 7.33 vs. 76.04 ± 7.19) and clinical competency evaluations, particularly in comprehensive ability assessments (85.55 ± 5.24 vs. 75.10 ± 7.86). Students also reported a marked increase in satisfaction with the teaching content and learning interest (P < 0.01). Furthermore, instructors expressed a high level of recognition for the new course model in their post-class self-evaluations (P < 0.01). Conclusion: The findings of this study indicate that the integration of micro-learning, bedside teaching, and CBL can provide a more effective teaching model for the training of neurology residents, offering strong support for future reforms and developments in medical education.