Comparison of Four Teaching Modes in Standardized Residency Training for Spine Surgery Residents

Objective To compare the application effects of four teaching modes, namely the Feynman Learning Technique, Problem-Based Learning (PBL), the Standardized Quality Control Teaching Method, and Case-Based Learning (CBL), in standardized residency training for spine surgery, and to provide evidence for optimizing residency training curricula. Methods A prospective comparative study was conducted among 120 residents undergoing standardized training in the Department of Spine Surgery at Peking University People's Hospital from April 2022 to April 2026. Using a random number table method, residents were divided into four groups of 30 each. Group A received the Feynman Learning Technique, Group B received PBL, Group C received the Standardized Quality Control Teaching Method, and Group D received CBL. The training period was 12 months. After completion of training, the four groups were compared with respect to theoretical examination scores, clinical skill performance scores, medical record writing quality, clinical reasoning ability, and teaching satisfaction. Results The theoretical examination score of Group A was 92.15±3.87 points, which was significantly higher than that of Group B (88.34±4.26 points), Group C (86.47±4.58 points), and Group D (85.62±4.91 points), with statistically significant differences (F=12.563, P<0.001). Group B achieved the highest clinical skill performance score (91.78±3.95 points), clinical reasoning ability score (92.36±3.72 points), and overall teaching satisfaction rate (96.67%), all significantly higher than the other three groups (P<0.05). The medical record writing quality score of Group C was 91.23±4.08 points, significantly higher than Group A (85.47±5.12 points), Group B (88.65±4.35 points), and Group D (87.34±4.67 points), with statistically significant differences (F=10.284, P<0.001). Conclusions Each of the four teaching modes has unique advantages. The Feynman Learning Technique is most effective for mastery of theoretical knowledge; PBL demonstrates superior performance in clinical skill acquisition, clinical reasoning development, and teaching satisfaction; and the Standardized Quality Control Teaching Method excels in medical record writing quality. It is recommended that multiple teaching modes be flexibly combined according to different training objectives in spine surgery residency education.