A Practical Study of the Integration of Standardized Patients, Feedback-Based Real-Life Teaching, and AI-Assisted System Teaching in the Training of General Medicine Resident Supervisors

Objective: To explore the practical effectiveness of integrating "Standardized Patient + Feedback-Based Real-Life Teaching" with "AI-Assisted System Teaching" in the training of general medicine resident supervisors, aiming to enhance their teaching capabilities and quality. This study provides a theoretical basis for developing new teaching models. Method and result: A total of 30 general medicine resident supervisors from training bases were randomly divided into an experimental group and a control group, with 15 participants in each group. The experimental group was trained using the "Standardized Patient + Feedback-Based Real-Life Teaching + AI-Assisted System Teaching" model, while the control group followed traditional teaching methods. After six months of training and another six months of supervision, the supervisors’ abilities in standardized patient role-playing teaching, Mini-CEX (Mini-Clinical Evaluation Exercise) teaching, and feedback-based teaching were assessed. A self-designed satisfaction survey was used to evaluate the satisfaction of skill mentors, core members of the training base, and general medicine residents with the supervisors. The experimental group showed significantly better performance than the control group in standardized patient role-playing teaching ability (T=3.760, P<0.01), Mini-CEX assessment ability (T=3.299, P<0.02), and feedback-based teaching ability (T=3.866, P<0.01). The satisfaction levels of skill mentors (T=5.035, P<0.01), training base members (T=3.656, P<0.05), and general medicine residents (T=4.170, P<0.01) in the experimental group were also significantly higher than those in the control group. Conclusion: The "Standardized Patient + Feedback-Based Real-Life Teaching" combined with "AI-Assisted System Teaching" model effectively improves supervisors' multi-dimensional teaching abilities and general medicine residents' Mini-CEX evaluation skills, while also significantly enhancing teaching satisfaction.