Abstract: Objective To analyze the effect of teacher training for the standardized training of anesthesiology residents (referred to as residency training) in Xinjiang Uygur Autonomous Region, and to provide the basis for improving training strategies and measures. Methods This study used a questionnaire survey to select 178 participants who attended the teacher training class for residency training from 2019 to 2021 and to find out their self-assessment scores for six training modules before and after training. Paired design t-test was used to compare the differences before and after the training, and Spearman's rank test was used to analyze the correlation between the self-assessment ratings of the courses of different categories of students after the training. Results After training, students' satisfaction with teaching management [(4.07±0.38) vs. (3.22±0.48)], teaching ability [(4.14±0.50) vs. (3.22±0. 50)], teaching evaluation methods [(4.72±0.45) vs. (3.71±0.67)], communication skills [(4.37±0.55) vs. (3.56±0.74)], comprehensive quality [(4.76±0.43) vs. (3.68±0.60)], simulation teaching [(3.87±0.61) vs. (3.15±0.70)] were higher than the self-assessment scores before the training (all P<0. 05). After training, self-assessment scores of teaching evaluation methods (r_s=0.16, P=0.032) and simulation teaching (r=0.36, P<0.001), were significantly and positively correlated with students' education. Conclusions The teacher training class for the standardization training of anesthesiology residents in Xinjiang has achieved good results. In the future, we should reasonably design training content, with a focus on improving the quality and effectiveness of training in single class, to enhance the relevance and effectiveness of teacher training.

Key words: Anesthesiology, Teacher training, Effect