Application effect of simulation-based mastery learning in faculty training for teaching rounds in anesthesiology residency program

doi:10.3760/cma.j.cn115259-20251110-01435

Abstract

Abstract: Objective In response to the varying quality of teaching rounds and the varying teaching abilities of instructors, this project introduced the concept of Simulation-Based Mastery Learning (SBML) and developed a systematic faculty training program for teaching rounds in the standardized residency training in anesthesiology. Methods Sixteen faculty instructors from the departments of anesthesiology of eight tertiary hospitals in Beijing who attended the standardized residency teaching round training course held by the department of anesthesiology, Peking University People′s Hospital on September 27, 2025, enrolled in the study. Lectures and practice sessions were delivered throughout the training. The participants′ mastery of knowledge concerning anesthesiology teaching rounds was evaluated before and after the training, and a satisfaction survey on the training program was carried out. Paired-samples t-test was adopted for statistical analysis. Results All 16 participants were included in the statistical analysis. The results revealed a statistically significant improvement in participants′ mastery of relevant knowledge after training (Average score of comprehensive ability, pre-training vs. post-training: 6.2 ± 1.1 vs. 8.9 ± 0.8, P=0.030). The satisfaction survey showed that all 16 participants were satisfied with the training. When asked about the most rewarding gains from the program, 15 participants selected ″broadening teaching thinking″ as their top takeaway. The score improvement of scientific research ability was the lowest, only observed in two subjects. Conclusions This faculty training program was well recognized by all participants and effectively improved their knowledge regarding resident teaching rounds. However, participants showed limited progress in enhancing research capabilities, which deserves close attention in future training. Subsequent training curricula can integrate research and teaching modules to continuously optimize the quality of faculty training.

Key words: Anesthesiology department, Standardized residency training, Teaching rounds, Faculty training, Simulation, Mastery learning

CLC Number:

Hou Yuantao, Zhang Hong, Guan Shuo, Feng Yi, An Haiyan. Application effect of simulation-based mastery learning in faculty training for teaching rounds in anesthesiology residency program[J]. Chinese Journal of Medical Education, 2026, 46(10): 756-760, DOI: 10.3760/cma.j.cn115259-20251110-01435.

References

[1] McGaghie WC, Barsuk JH, Wayne DB. AM last page: mastery learning with deliberate practice in medical education[J]. Acad Med, 2015,90(11):1575. DOI: 10.1097/ACM.0000000000000876.
[2] 何怀伟, 师芸, 黄亚玲, 等. “6D法则”在住院医师规范化培训院级师资培训中的探索和运用——以教学查房培训为例[J].中国毕业后医学教育,2024,8(5):352-355. DOI: 10.3969/j.issn.2096-4293.2024.05.008.
[3] 安海燕, 冯艺. 麻醉科专业基地住院医师规范化培训教学查房的设计与实施[J].中国毕业后医学教育,2024,8(4):268-270,274. DOI: 10.3969/j.issn.2096-4293.2024.04.007.
[4] Barsuk JH, Hungness ES. Simulation-based mastery learning in medicine and surgery[J]. Gastrointest Endosc Clin N Am, 2026,36(3):523-536. DOI: 10.1016/j.giec.2026.01.009.
[5] McGaghie WC, Harris IB. Learning theory foundations of simulation-based mastery learning[J]. Simul Healthc, 2018,13(3S Suppl 1):S15-S20. DOI: 10.1097/SIH.0000000000000279.
[6] Barsuk JH, Cohen ER, Vozenilek JA, et al. Simulation-based education with mastery learning improves paracentesis skills[J]. J Grad Med Educ, 2012,4(1):23-27. DOI: 10.4300/JGME-D-11-00161.1.
[7] Schwab B, Teitelbaum EN, Barsuk JH, et al. Single-stage laparoscopic management of choledocholithiasis: an analysis after implementation of a mastery learning resident curriculum[J]. Surgery, 2018,163(3):503-508. DOI: 10.1016/j.surg.2017.10.006.
[8] Wayne DB, Butter J, Siddall VJ, et al. Simulation-based training of internal medicine residents in advanced cardiac life support protocols: a randomized trial[J]. Teach Learn Med, 2005,17(3):210-216. DOI: 10.1207/s15328015tlm1703_3.
[9] Wayne DB, Fudala MJ, Butter J, et al. Comparison of two standard-setting methods for advanced cardiac life support training[J]. Acad Med, 2005,80(10 Suppl):S63-66. DOI: 10.1097/00001888-200510001-00018.
[10] Barsuk JH, McGaghie WC, Cohen ER, et al. Simulation-based mastery learning reduces complications during central venous catheter insertion in a medical intensive care unit[J]. Crit Care Med, 2009,37(10):2697-2701.
[11] Didwania A, McGaghie WC, Cohen ER, et al. Progress toward improving the quality of cardiac arrest medical team responses at an academic teaching hospital[J]. J Grad Med Educ, 2011,3(2):211-216. DOI: 10.4300/JGME-D-10-00144.1.
[12] Butter J, McGaghie WC, Cohen ER, et al. Simulation-based mastery learning improves cardiac auscultation skills in medical students[J]. J Gen Intern Med, 2010,25(8):780-785. DOI: 10.1007/s11606-010-1309-x.
[13] Wayne DB, Barsuk JH, O′Leary KJ, et al. Mastery learning of thoracentesis skills by internal medicine residents using simulation technology and deliberate practice[J]. J Hosp Med, 2008,3(1):48-54. DOI: 10.1002/jhm.268.
[14] Mills-Rudy M, Thorvilson M, Chelf C, et al. The state of mastery learning in pediatric graduate medical education:a scoping review[J]. Adv Med Educ Pract, 2024,15:637-648. DOI: 10.2147/AMEP.S463382.
[15] 王筝扬, 蔡晓红, 王洁, 等. 《住院医师规范化培训教学查房指南(2021年版)》解读[J].中国毕业后医学教育,2022,6(1):10-15. DOI: 10.3969/j.issn.2096-4293.2022.01.003.