Abstract / Summary
To explore and evaluate the mode of “1 + N” paired teaching for resident physicians and medical interns, in order to optimize the effect of both resident training and internship. A total of 72 residents and 162 interns rotating in the same period in the department of Gastroenterology of Henan Provincial People’s Hospital were enrolled as the research subjects. The subjects were randomly divided into two groups. There were 36 residents and 81 interns in each group. The paired group were taught in pairs (1 resident and 2–3 interns paired), and the unpaired group were taught separately. The effect of paired teaching was evaluation through comprehensive evaluation and examination of clinical practice. Compared to the unpaired group, the interns’ medical document writing quality ( t = 9.385, P < 0.001), Subject-Objective-Assessment-Plan (SOAP) ( t = 8.338, P < 0.001) and clinical skill operation ( t = 8.777, P < 0.001), as well as the residents’ cooperative consciousness ( t = 4.760, P < 0.001), teaching ability ( t = 8.909, P < 0.001), medical document modification quality ( t = 7.638, P < 0.001), theoretical knowledge ( t = 4.318, P < 0.001) and clinic skill operation ( t = 7.311, P < 0.001), were significantly improved in the paired group. However, there were no statistically significant differences in two aspects of doctor-patient communication skills (interns: t = 1.265, P = 0.208; residents: t = 1.030, P = 0.306) and clinical thinking ability (interns: t = 0.896, P = 0.371; residents: t = 1.152, P = 0.253) between both groups. The mode of “1 + N” paired teaching can effectively solve challenges arising from simultaneous resident and intern training. Both residents and interns can benefit from each other and achieve the optimization of resident training and internship.