The application of the segmented teaching method in the Teaching Ward Rounds for surgical residents undergoing standardized training

The application of the segmented teaching method in the Teaching Ward Rounds for surgical residents undergoing standardized training | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article The application of the segmented teaching method in the Teaching Ward Rounds for surgical residents undergoing standardized training Chao Liu, Mei Ren, Jia Liu, Dan Chen, Zhengwen Lei This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5648074/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 13 You are reading this latest preprint version Abstract Background Teaching Ward rounds are a crucial method for residents in standardized surgical training to learn and master surgical diseases. Conducting teaching ward rounds strictly according to guidelines often results in a singular and mechanical teaching model, which lacks flexibility and innovation. Building upon these guidelines, we innovatively propose a segmented teaching approach for application in teaching ward rounds. The segmented teaching method involves dividing the content of teaching ward rounds into several relatively independent yet interconnected stages, with corresponding exercises for each stage. The aim of this study is to explore the effectiveness of the segmented teaching method in the training of residents in standardized surgical training during teaching ward rounds. Methods Forty first-year residents undergoing standardized training in the Department of Thoracic and Cardiovascular Surgery at the First Affiliated Hospital of South China University from June to August 2024 were selected as the study subjects and were randomly divided into an experimental group and a control group. The control group consisted of 20 individuals who were taught according to the Standardized Training Teaching Round Guidelines for Residents (2021 edition, hereinafter referred to as the "Guidelines"). The experimental group also consisted of 20 individuals who, in addition to following the Guidelines, employed a segmented teaching method in their teaching ward rounds. After each training session, supervising experts and peer teachers rated the teaching round process using the Standardized Training Teaching Round Assessment Scorecard for Residents (for use by supervising experts) and the Standardized Training Teaching Round Assessment Scorecard for Residents (for use by peer teachers). Furthermore, supervising physicians used the Mini-CEX assessment tool to evaluate the clinical capabilities of the residents (supervising physician evaluates resident), while residents used the 360-degree assessment tool for residents to assess the teaching capabilities of their supervising physicians (resident evaluates supervising physician). Additionally, residents utilized the Student Evaluation of Educational Quality (SEEQ) to rate their satisfaction with the teaching ward rounds. The results of the two groups were then compared. Results No statistically significant differences were observed in the aforementioned scores for teaching ward rounds between the experimental and control groups prior to the training (P > 0.05). However, following the training, the scores for the experimental group were significantly higher than those of the control group, with statistically significant differences (P < 0.05). Conclusion The segmented teaching approach yields superior educational outcomes in the teaching ward rounds for residents in standardized training, enhancing resident participation and competency. Segmented Teaching Method Standardized Training Residents in Surgery Teaching Ward Rounds Training Effectiveness Full Text Additional Declarations No competing interests reported. Supplementary Files SupplementalTable.docx Cite Share Download PDF Status: Under Review Version 1 posted Reviews received at journal 05 May, 2026 Reviewers agreed at journal 19 Apr, 2026 Reviews received at journal 16 Apr, 2026 Reviewers agreed at journal 14 Apr, 2026 Reviews received at journal 23 Mar, 2025 Reviewers agreed at journal 17 Mar, 2025 Reviewers agreed at journal 09 Mar, 2025 Reviewers agreed at journal 05 Mar, 2025 Reviewers invited by journal 03 Mar, 2025 Editor assigned by journal 27 Feb, 2025 Editor invited by journal 09 Feb, 2025 Submission checks completed at journal 08 Feb, 2025 First submitted to journal 08 Feb, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-5648074","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":522435007,"identity":"9e4d1cd8-689b-4dd3-8f83-06cbb57d3a31","order_by":0,"name":"Chao Liu","email":"","orcid":"","institution":"First Affiliated Hospital of Hengyang Medical School, University of South China","correspondingAuthor":false,"prefix":"","firstName":"Chao","middleName":"","lastName":"Liu","suffix":""},{"id":522435008,"identity":"f62809b4-81fb-44f9-9eb4-9c76a185e38e","order_by":1,"name":"Mei Ren","email":"","orcid":"","institution":"First Affiliated Hospital 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Conducting teaching ward rounds strictly according to guidelines often results in a singular and mechanical teaching model, which lacks flexibility and innovation. Building upon these guidelines, we innovatively propose a segmented teaching approach for application in teaching ward rounds. The segmented teaching method involves dividing the content of teaching ward rounds into several relatively independent yet interconnected stages, with corresponding exercises for each stage. The aim of this study is to explore the effectiveness of the segmented teaching method in the training of residents in standardized surgical training during teaching ward rounds.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethods\u003c/strong\u003e Forty first-year residents undergoing standardized training in the Department of Thoracic and Cardiovascular Surgery at the First Affiliated Hospital of South China University from June to August 2024 were selected as the study subjects and were randomly divided into an experimental group and a control group. The control group consisted of 20 individuals who were taught according to the Standardized Training Teaching Round Guidelines for Residents (2021 edition, hereinafter referred to as the \"Guidelines\"). The experimental group also consisted of 20 individuals who, in addition to following the Guidelines, employed a segmented teaching method in their teaching ward rounds. After each training session, supervising experts and peer teachers rated the teaching round process using the Standardized Training Teaching Round Assessment Scorecard for Residents (for use by supervising experts) and the Standardized Training Teaching Round Assessment Scorecard for Residents (for use by peer teachers). Furthermore, supervising physicians used the Mini-CEX assessment tool to evaluate the clinical capabilities of the residents (supervising physician evaluates resident), while residents used the 360-degree assessment tool for residents to assess the teaching capabilities of their supervising physicians (resident evaluates supervising physician). Additionally, residents utilized the Student Evaluation of Educational Quality (SEEQ) to rate their satisfaction with the teaching ward rounds. The results of the two groups were then compared.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults\u003c/strong\u003e No statistically significant differences were observed in the aforementioned scores for teaching ward rounds between the experimental and control groups prior to the training (P \u0026gt; 0.05). However, following the training, the scores for the experimental group were significantly higher than those of the control group, with statistically significant differences (P \u0026lt; 0.05).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusion \u003c/strong\u003eThe segmented teaching approach yields superior educational outcomes in the teaching ward rounds for residents in standardized training, enhancing resident participation and competency.\u003c/p\u003e","manuscriptTitle":"The application of the segmented teaching method in the Teaching Ward Rounds for surgical residents undergoing standardized training","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-10-10 03:22:25","doi":"10.21203/rs.3.rs-5648074/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"editorInvitedReview","content":"","date":"2026-05-06T00:20:32+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"151563435097060877691194155066184454702","date":"2026-04-19T07:13:24+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-04-16T14:43:40+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"167876746578421278224346642419774264890","date":"2026-04-14T10:07:45+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-03-23T20:59:57+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"45057251030279932253028725333940347461","date":"2025-03-17T14:10:48+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"115013821842849578254869574411950490218","date":"2025-03-09T07:42:30+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"318751291461746054952257064482058325118","date":"2025-03-05T18:08:46+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-03-03T16:33:36+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-02-27T15:57:48+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-02-10T04:40:19+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-02-08T10:25:01+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Medical Education","date":"2025-02-08T10:23:53+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"58b84ac0-6d7f-4aaf-9358-91ff8b80c5a6","owner":[],"postedDate":"October 10th, 2025","published":true,"recentEditorialEvents":[{"type":"editorInvitedReview","content":"","date":"2026-05-06T00:20:32+00:00","index":87,"fulltext":""}],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2025-10-10T03:22:25+00:00","versionOfRecord":[],"versionCreatedAt":"2025-10-10 03:22:25","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-5648074","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5648074","identity":"rs-5648074","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}