A Practical Study of the Integration of Standardized Patients, Feedback-Based Real-Life Teaching, and AI-Assisted System Teaching in the Training of General Medicine Resident Supervisors

A Practical Study of the Integration of Standardized Patients, Feedback-Based Real-Life Teaching, and AI-Assisted System Teaching in the Training of General Medicine Resident Supervisors | 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 A Practical Study of the Integration of Standardized Patients, Feedback-Based Real-Life Teaching, and AI-Assisted System Teaching in the Training of General Medicine Resident Supervisors Yingfei Zhu¹, Boxuan Qiao², Shayuan Ouyang¹, Chunhua Yan¹, Xingchen Li, and 4 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8110352/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 9 You are reading this latest preprint version Abstract Objective: To explore the practical effectiveness of integrating "Standardized Patient + Feedback-Based Real-Life Teaching" with "AI-Assisted System Teaching" in the training of general medicine resident supervisors, aiming to enhance their teaching capabilities and quality. This study provides a theoretical basis for developing new teaching models. Method and result: A total of 30 general medicine resident supervisors from training bases were randomly divided into an experimental group and a control group, with 15 participants in each group. The experimental group was trained using the "Standardized Patient + Feedback-Based Real-Life Teaching + AI-Assisted System Teaching" model, while the control group followed traditional teaching methods. After six months of training and another six months of supervision, the supervisors’ abilities in standardized patient role-playing teaching, Mini-CEX (Mini-Clinical Evaluation Exercise) teaching, and feedback-based teaching were assessed. A self-designed satisfaction survey was used to evaluate the satisfaction of skill mentors, core members of the training base, and general medicine residents with the supervisors. The experimental group showed significantly better performance than the control group in standardized patient role-playing teaching ability (T=3.760, P<0.01), Mini-CEX assessment ability (T=3.299, P<0.02), and feedback-based teaching ability (T=3.866, P<0.01). The satisfaction levels of skill mentors (T=5.035, P<0.01), training base members (T=3.656, P<0.05), and general medicine residents (T=4.170, P<0.01) in the experimental group were also significantly higher than those in the control group. Conclusion: The "Standardized Patient + Feedback-Based Real-Life Teaching" combined with "AI-Assisted System Teaching" model effectively improves supervisors' multi-dimensional teaching abilities and general medicine residents' Mini-CEX evaluation skills, while also significantly enhancing teaching satisfaction. Standardized Patient Feedback-Based Teaching Mini-CEX General Medicine Resident Supervisors AI-Assisted System Figures Figure 1 Figure 2 Figure 3 Introduction Standardized Patient (SP) Teaching + Feedback-Based Teaching Model emphasizes a comprehensive approach, including SP role-playing, SP assessment, the construction of simulated clinical teaching environments for SPs, and timely feedback throughout the process. A standardized patient refers to a normal person or a mildly ill patient who can accurately simulate patient symptoms, medical history, and physical examination results [1]. Mini-CEX (Mini-Clinical Evaluation Exercise) is an effective tool for assessing general medicine residents' clinical practice abilities through simulated real-life clinical scenarios [2]. The evaluation focuses on clinical reception abilities (especially history taking and physical examination), doctor-patient communication empathy, and the ability to summarize and provide feedback. The feedback-based teaching model emphasizes process evaluation and personalized teaching, highlighting the subjectivity and participation of general medicine residents, with the goal of establishing a comprehensive, open feedback system [3]. From 2021 to 2023, the "Guidelines for Standardized Residency Training Activities" [4] have increasingly emphasized the practical effectiveness of training, multi-source feedback, timely feedback, process-oriented feedback evaluation, and resident feedback, aligning well with the new requirements of the guidelines. This study employs a standardized patient + feedback-based teaching method, using a human-machine collaborative model that integrates the advantages of both real-life human teaching and AI-assisted systems. The real-life SP model excels in cultivating advanced communication, empathy, humanistic care, and complex scenario handling, while the AI-assisted system is more advantageous for basic skills training, standardized assessments, reproducibility, and data feedback. By combining the objectivity and efficiency of AI with the depth and flexibility of human teaching, a more robust medical education system can be constructed. General medicine residents, as "gatekeepers" of human health, bear the significant responsibility of providing comprehensive and continuous health services to the community [5]. As educators and mentors for general medicine residents, the role of the supervising teachers is crucial. The AI-assisted system is a newly developed two-stage system by our team, focusing on healthcare communication education. The system consists of two modules: the patient simulation module and the communication scoring and feedback module. The entire system is built around a large language model, which achieves task-specific optimization by fine-tuning medical communication corpora. Users can engage in human-machine dialogue via a front-end training platform, and the system dynamically generates patient language based on the input context. After each interaction, the system provides a communication score and specific improvement suggestions[6]. This study aims to implement the standardized patient + feedback-based teaching model for general medicine resident supervisors at Xiangya Second Hospital of Central South University and explore the combined application of real-life teaching and AI-assisted system teaching in the training of general medicine resident supervisors. 1. Materials and Methods 1.1 Data Sources This study selected 30 newly appointed general medicine resident supervisors from the General Medicine Residency Training Base at Xiangya Second Hospital of Central South University, from February 2023 to January 2024, as research participants. All participants passed the teacher selection and qualification assessment. Among the 30 participants, 9 were male (30.0%) and 21 were female (70.0%). There was 1 chief physician (3.3%), 19 associate chief physicians (63.3%), and 10 attending physicians (33.3%). All participants held doctoral degrees, and 9 (30.0%) were master’s thesis advisors. The participants' ages ranged from 34 to 55 years, with a mean age of 42.93 ± 6.09 years. Their work experience ranged from 9 to 31 years, with a mean of 17.67 ± 7.17 years. The basic data comparison between the two groups showed no significant statistical difference (P > 0.05), indicating comparability (Table 1 ). 1.1 Data Sources This study selected 30 newly appointed general medicine resident supervisors from the General Medicine Residency Training Base at Xiangya Second Hospital of Central South University, from February 2023 to January 2024, as research participants. All participants passed the teacher selection and qualification assessment. Among the 30 participants, 9 were male (30.0%) and 21 were female (70.0%). There was 1 chief physician (3.3%), 19 associate chief physicians (63.3%), and 10 attending physicians (33.3%). All participants held doctoral degrees, and 9 (30.0%) were master’s thesis advisors. The participants' ages ranged from 34 to 55 years, with a mean age of 42.93 ± 6.09 years. Their work experience ranged from 9 to 31 years, with a mean of 17.67 ± 7.17 years. The basic data comparison between the two groups showed no significant statistical difference (P > 0.05), indicating comparability (Table 1). Tables Table 1 Comparison of the basic information of the two groups of instructors Group Sample Size Age (Years) Years of Experience Gender (Male/Female) Doctorate Title (Attending Physician/Associate Chief Physician ） Master's Supervisor (Yes/No) Control Group 15 43.8±5.7 18.6±7.3 4/11 15/15 4/11 4/11 Research Group 15 42.1±6.6 16.7±7.2 5/10 15/15 7/8 5/10 c 2 （ t-value ） 0.775 0.706 0.690 0.000 0.256 0.690 P-value 0.445 0.486 0.159 1.000 1.292 0.159 1.2 Teaching Methods 1.2.1 Inclusion and Exclusion Criteria (1) Inclusion Criteria Professional Ethics: The participants must have good professional ethics and strictly adhere to the laws, regulations, and ethical standards of the hospital. Professional Background: The participants must hold a medical doctorate degree and have at least 9 years of clinical experience, along with a hospital-level general practice teaching certification. Communication Skills: The participants should possess good doctor-patient communication skills and teamwork abilities. Continuous Learning Ability: The participants should have high research levels and the ability to continuously learn, keeping up-to-date with the latest developments in general medicine. (2) Exclusion Criteria Participants who have previously been involved in teaching accidents. Participants lacking general medicine practice experience or those with improper learning attitudes. Participants who cannot effectively communicate or collaborate within a team. This study was approved by the Research Ethics Committee of Xiangya Second Hospital, Central South University [(2020) Ethics Review No. (Research 226)] and all participants provided informed consent.The human data research in this study complies with the provisions of the Helsinki Declaration. 1.2.2 Research Group Teaching: Integrated Four-Stage Model The research group adopted the "Standardized Patient + Feedback-Based Real-Life Teaching" combined with "AI-Assisted System Teaching" model, with the following implementation details: (1) Training Plan Development Based on the theoretical guidelines from the "Guiding Opinions on the Establishment of the Standardized Residency Training System" (National Health Science Education [2013] No. 56) [7], "Regulations on Standardized Residency Training (Trial)" (National Health Science Education [2014] No. 49) [8], and the "Standardized Residency Training Content and Standards (Trial)—General Practice Training Details" [9], a detailed training plan and teaching plan were developed. (2) Training Implementation The research group supervisors received 3 hours of concentrated training every Friday afternoon, which included 60 minutes of theoretical learning, 90 minutes of standardized patient and feedback-based teaching practice courses, and 30 minutes of feedback and summary. The class followed a closed-loop teaching method: theoretical learning → real-life demonstration → AI-based practice → feedback refinement. The two teaching models supported each other, complementing each other's strengths. 1) First Stage: a. Standardized Patient Theory Learning and Real-Life Demonstration (Concentrated Classroom Training) ① Theory Learning: Learning courses on disease knowledge, simulation skills, teaching techniques, communication skills, etc. [10], with MOOCs, micro-videos, and animated videos published on the CCMTV Cloud Platform. ② Real-Life SP Demonstration and Scenario Construction: Design typical and representative cases, such as complex doctor-patient communication, non-verbal cues (expressions, tone of voice, etc.), humanistic care, and advanced skills in dealing with emergencies. A script was written, and the scenario was set up [11]. ③ Role-Playing: Skill mentors were responsible for role-playing and evaluation teaching. The classroom employed real-life scenario simulations and case introductions to increase the class’s engagement [12]. ④ Observation and Evaluation: Using Mini-CEX, general practice resident physicians were evaluated on six abilities: history-taking, physical examination, clinical diagnosis, treatment planning, communication skills, and humanistic care [13]. ⑤ In-depth Feedback Summary: Skill mentors provided timely, in-depth, and warm qualitative feedback on-site, encouraging critical thinking, and teachers engaged in mutual discussions and self-reflection. b. Feedback-Based Teaching Theory Learning and Real-Life Demonstration (Concentrated Classroom Training) ① Clarifying Learning Objectives: The supervisors were tasked with improving six key feedback-based teaching abilities. ② Organizing Diversified Teaching Activities: Activities included small group discussions, case analysis, role-playing, flipped classrooms, special lectures, teaching rounds, outpatient supervision, annual assessments, graduation assessments [14], skill competitions, grassroots free clinics, and community faculty exchanges to improve the ability to solve on-site problems. After watching real-life simulations, supervisors could rehearse and review similar cases in the AI system. ③ Timely Feedback: Supervisors and general practice residents followed a "one-to-two" management system, with continuous tracking and management focusing on teaching progress, teaching techniques, and teaching satisfaction [15]. ④ Encouraging Self-Evaluation and Peer Evaluation: Supervisors adjusted teaching strategies in real-time to improve critical thinking and cooperation. ⑤ Real-Time Teaching Method Improvement: Regular exchanges on research topics, after-class Q&A, online interaction, and observation of teaching practices helped to identify problems and refine teaching methods. 2) Second Stage: Personalized AI Practice and Data-Driven Feedback (Post-Class Exercises) ① Seamless Integration: The case scenarios and teaching objectives from the classroom learning were synchronized to the AI-assisted system. ② Self-Strengthening Training: Supervisors could log into the AI-assisted system after class to engage in repetitive dialogue practice with a "virtual patient" using the same case. The AI system provided a consistent case background to ensure the alignment of training objectives. ③ Instant Data-Driven Scoring: After each human-machine dialogue, the system immediately generated a quantitative evaluation report, accurately identifying shortcomings in history-taking completeness, inquiry logic, and medical knowledge accuracy, and providing suggestions and improvement measures. This addressed the challenge of quantifying and replicating real-life feedback.[16]The specific operational technical roadmap of the AI-assisted system is shown in Figure 1（fig.1）. 3) Third Stage: Data-Driven Real-Life Feedback and Refinement ① Feedback Upgrade: Skill mentors reviewed the practice data and records from the AI-assisted system during subsequent training sessions. ② Targeted Guidance: Based on the common issues and individual weaknesses identified by AI, skill mentors provided more targeted in-depth coaching. For example, real-life role-specific training was conducted to address areas where AI indicated low scores in "communication skills." ③ Spiral Ability Enhancement: A "real-life creation of advanced scenarios → AI solidification of basic skills and data provision → real-life enhancement based on data" spiral ability enhancement loop was formed. 4) Fourth Stage: Assessment and Evaluation A comprehensive evaluation system combining "AI-driven formative assessments + real-life teaching summative assessments" was established. AI data served as a key basis for process evaluation, while real-life assessments focused on evaluating comprehensive abilities and humanistic qualities. 1.2.3 Control Group Teaching The control group adopted the traditional lecture-based teaching model (LBL), centered on the supervisor. The supervisor provided collective theoretical lectures, teaching rounds, and demonstrations of basic clinical operations to general practice residents during their rotation. After learning the theoretical knowledge and practicing the operations, the residents were then uniformly assessed. 1.2.4 Evaluation Content and Standards (1) Supervisor Standardized Patient Role-Playing Teaching Ability Evaluation Skill mentors scored the supervisors based on their role-playing, interaction skills, and the quality of feedback they provided. The evaluation was conducted through observation, with a total score of 100 points, divided into five areas, each worth 20 points. See Table 2 . Table 2 Comparison of standardized patient role-play scores ( ±s, points) Group Sample Size Accurately Role-Playing Patient Clinical Presentations Psychological State Accurate Responses Appropriate Questioning Constructive Feedback Total Score Control Group 15 13.60 ± 2.35 14.53 ± 2.36 15.33 ± 2.19 16.33 ± 1.63 17.07 ± 2.25 74.87 ± 7.55 Research Group 15 16.00 ± 2.67 16.40 ± 2.32 17.27 ± 1.34 16.60 ± 1.72 15.07 ± 1.75 83.33 ± 4.37 t-value 2.610 2.185 2.917 0.435 2.716 3.760 P-value 0.014 0.037 0.007 0.667 0.011 0.001 (2) Supervisor Feedback-Based Teaching Ability Evaluation Skill mentors scored the supervisors on six teaching abilities. Each ability evaluation had a total score of 100 points: Teaching Design and Organization Ability Evaluation: Evaluation of goal-setting, content planning, teaching methods, and organization of the teaching process. Observation and Evaluation Ability Evaluation: Evaluation of the ability to observe student performance, student participation, learning progress, and feedback collection. Feedback and Guidance Ability Evaluation: Evaluation of timely feedback, clear learning direction, effective guidance, and personalized teaching. Communication and Interaction Ability Evaluation: Evaluation of pre-class preparation, classroom interaction, post-class communication, and teacher-student cooperation. Critical Thinking and Analysis Ability Evaluation: Evaluation of problem identification, analysis, problem-solving, and independent thinking abilities. Teaching Innovation and Self-Learning Ability Evaluation: Evaluation of new teaching methods, self-learning and continuous learning, innovation, and research capabilities. See Table 3 . Table 3 Comparison of feedback teaching evaluation results ( ±s, points) Group Sample Size Teaching Design and Organizational Abilities Observation and Evaluation Ability Feedback and Guidance Ability Communication and Interaction Ability Critical Thinking and Analysis Ability Teaching Innovation and Self-Learning Ability Total Score Control Group 15 81.33 ± 6.24 81.40 ± 4.87 79.80 ± 3.39 75.00 ± 15.83 81.60 ± 4.58 80.20 ± 5.00 479.33 ± 20.50 Research Group 15 88.60 ± 5.33 78.80 ± 4.00 85.27 ± 5.11 84.73 ± 4.04 86.27 ± 5.11 85.27 ± 4.77 508.93 ± 21.43 t-value 3.429 -1.598 3.456 2.308 2.643 2.838 3.866 P-value 0.002 0.121 0.002 0.035 0.013 0.008 0.001 (3) Satisfaction Survey After being trained in the Standardized Patient + Feedback-Based Teaching and AI-Assisted System Teaching Model, supervisors were rated for satisfaction by five skill mentors, four core members of the residency training base, and 60 general practice residents. Skill Mentors: 150 survey questionnaires were distributed and 150 were returned, with a 100% effective recovery rate. The results were averaged. Residency Base Members: 120 questionnaires were distributed and 120 were returned, with a 100% effective recovery rate. The results were averaged. General Practice Residents: The class leaders distributed 180 questionnaires, which were all returned with a 100% effective recovery rate. The average score of the six residents each supervisor had mentored was used for evaluation. See Tables 4 – 6 . Please refer to Appendix 1 for all supplementary supplementary file. Table 4 Comparison of the satisfaction scores of skill instructors and instructors ( ±s, points) Group Sample Size Teaching Model Application Ability Mini-CEX Evaluation Standardized Patient Role-Playing Teaching Design and Organizational Abilities (6 areas) Personalized Teaching Teaching Content Innovation Ability Timely Feedback/Strategy Adjustment Teaching capability of AI-assisted systems Teaching Progress and Quality Adherence to Fairness/Impartiality in Teaching Total Score Control Group 15 8.57 ± 0.57 8.39 ± 0.72 8.47 ± 0.57 8.61 ± 0.56 8.40 ± 0.76 8.55 ± 0.44 8.47 ± 0.51 8.37 ± 0.57 8.32 ± 0.35 8.76 ± 0.54 84.91 ± 2.51 Research Group 15 9.09 ± 0.37 9.09 ± 0.71 9.11 ± 0.55 9.08 ± 0.59 8.93 ± 0.36 8.85 ± 0.34 8.81 ± 0.48 8.81 ± 0.48 8.72 ± 0.41 8.36 ± 0.59 89.00 ± 1.90 t-value 2.965 2.696 3.133 2.227 2.467 2.120 2.590 2.297 2.881 -1.950 5.035 P-value 0.006 0.012 0.004 0.034 0.020 0.043 0.015 0.029 0.008 0.061 0.000 Table 5 Comparison of the satisfaction scores of core members of the residential training base on the instructors ( ±s, points) Group Sample Size Teaching Model Application Ability Mini-CEX Evaluation Standardized Patient Role-Playing Teaching Design and Organizational Abilities (6 areas) Personalized Teaching Teaching Content Innovation Ability Timely Feedback/Strategy Adjustment Teaching capability of AI-assisted systems Teaching Progress and Quality Adherence to Fairness/Impartiality in Teaching Total Score Control Group 15 9.03 ± 0.58 8.51 ± 0.79 8.58 ± 0.56 8.09 ± 0.07 8.18 ± 0.82 8.31 ± 0.58 8.31 ± 0.58 8.23 ± 0.58 8.58 ± 0.64 8.45 ± 0.83 83.25 ± 4.37 Research Group 15 8.23 ± 0.82 9.05 ± 0.56 9.03 ± 0.61 8.72 ± 0.59 8.74 ± 0.61 8.87 ± 0.61 8.89 ± 0.51 8.55 ± 0.82 9.01 ± 0.47 8.17 ± 0.69 88.06 ± 2.64 t-value 3.115 2.166 2.132 2.678 2.136 3.070 2.889 1.205 2.114 -1.007 3.656 P-value 0.004 0.039 0.042 0.012 0.042 0.005 0.007 0.238 0.044 0.323 0.001 Table 6 Comparison of the satisfaction scores of general practice resident physicians on instructors ( ±s, points) Group Sample Size Teaching Model Application Ability Knowledge Mastery/Ability Improvement Teaching Experience Personalized Teaching Receiving Feedback/Timely Improvement Teaching capability of AI-assisted systems Role-Playing/Feedback Evaluation Teaching Design and Organizational Abilities (6 areas) History Taking/Physical Examination Adherence to Fairness/Impartiality in Teaching Total Score Control Group 15 7.53 ± 1.28 8.35 ± 1.00 8.48 ± 0.52 8.20 ± 1.41 8.03 ± 1.30 8.10 ± 1.10 8.30 ± 0.90 8.49 ± 0.37 8.28 ± 0.71 7.67 ± 1.47 81.41 ± 5.50 Research Group 15 8.42 ± 0.88 9.05 ± 0.46 8.49 ± 1.06 9.06 ± 0.72 9.08 ± 0.62 8.62 ± 1.33 8.99 ± 0.69 9.03 ± 0.66 9.13 ± 0.51 9.08 ± 0.48 88.95 ± 4.33 t-value 2.228 2.469 0.022 2.110 2.831 1.180 2.362 2.773 3.763 3.530 4.170 P-value 0.034 0.020 0.983 0.044 0.008 0.248 0.025 0.010 0.001 0.003 0.000 (4) General Practice Residents' Mini-CEX Evaluation Ability Each supervisor mentored two general practice residents, who were randomly divided into the research and control groups to reduce personal bias and ensure more objective results. Each group contained 30 residents. The research group used standardized patient teaching with Mini-CEX as the evaluation tool, while the control group used traditional teaching evaluation methods. After six months of training, the core members of the general practice residency base assessed the general practice residents’ Mini-CEX evaluation abilities. Seven evaluation categories, each with a score of 100 points, were used. See Table 7 . Table 7 Comparison of the results of Mini-CEX assessment ability of general practitioners ( ±s, points) Group Samsam Size History Taking Physical Examination Clinical Diagnosis Treatment Plan Communication Skills Humanistic Care Feedback Summary Total Score Control Group 30 81.80 ± 10.09 87.60 ± 4.22 87.80 ± 3.67 88.47 ± 2.78 87.43 ± 3.59 88.03 ± 2.97 84.73 ± 4.71 605.87 ± 19.79 Research Group 30 86.67 ± 6.46 89.93 ± 3.67 90.07 ± 3.83 88.73 ± 3.80 89.87 ± 3.82 88.37 ± 3.02 88.00 ± 5.12 621.63 ± 17.14 t-value -2.225 -2.285 -2.340 -0.311 -2.543 -0.431 -2.573 -3.299 P-value 0.030 0.026 0.023 0.757 0.014 0.668 0.013 0.002 1.3 Statistical Methods Data analysis was performed using SPSS 26.0 software. Categorical data were expressed as relative numbers. Normally distributed continuous data were expressed as mean ± standard deviation (± s). A t-test was used to compare continuous variables, and a χ² test was used to compare categorical data. A P-value of < 0.05 was considered statistically significant. 2. Results 2.1 Evaluation Results for Supervisors 2.1.1 Standardized Patient Role-Playing Evaluation The comparison between the two groups showed that the research group scored significantly better than the control group, especially in accurately role-playing patient clinical presentations, psychological states, accurate responses, and constructive feedback (P < 0.05). See Table 2 . 2.1.2 Feedback-Based Teaching Abilities Evaluation The research group scored significantly higher than the control group, particularly in teaching design and organization, feedback and guidance, communication and interaction, critical thinking and analysis, and teaching innovation and self-learning (P < 0.05). See Table 3 . 2.1.3 Satisfaction Survey Results for Supervisors 2.1.3.1 Skill Mentors' Satisfaction Scores The T-test results indicated that the research group had significantly higher satisfaction scores than the control group, particularly in areas like teaching model application, Mini-CEX evaluation application, standardized patient role-playing, feedback-based teaching abilities, personalized teaching, teaching content innovation, timely feedback and strategy adjustments, theoretical and practical teaching, and teaching progress and quality (P < 0.05). See Table 4 . 2.1.3.2 Residency Base Members' Satisfaction Scores The T-test results indicated that the research group had significantly higher satisfaction scores than the control group, particularly in the same areas as mentioned above (P < 0.05). See Table 5 . 2.1.3.3 General Practice Residents' Satisfaction Scores The T-test results indicated that the research group had significantly higher satisfaction scores than the control group, particularly in teaching model application, knowledge mastery and ability improvement, personalized teaching, receiving feedback and timely improvements, role-playing and feedback evaluation, the six teaching abilities, history-taking and physical examination, and fairness and impartiality (P < 0.05). See Table 6 . 2.1.4 Mini-CEX Evaluation Results for General Practice Residents The research group scored significantly higher than the control group in history-taking, physical examination, clinical diagnosis, communication skills, and feedback and summary evaluation (P < 0.05). See Table 7 . 3. Discussion 3.1 Current Status Domestically and Internationally As patients become more aware of privacy protection, the use of real patients in medical education has been restricted. The concept of standardized patients was first proposed by Barrows, the director of the American Academy of Neurology, in 1963. Following this, medical schools in the U.S., U.K., Australia, and other countries began adopting the standardized patient model. Feedback-based teaching started earlier abroad [ 17 ], with the renowned American educator Benjamin Bloom advocating for frequent and timely feedback alongside solid academic content in the 1950s. Currently, the combination of standardized patient + feedback-based teaching has developed into a well-established theoretical and practical model in foreign countries, whereas domestic adoption is still in the early stages with a lower prevalence. Despite this, the use of these teaching methods has been gradually increasing in recent years with some notable educational outcomes. The integration of real-life teaching and AI-assisted teaching systems has developed rapidly abroad, while in China, it started later but has been advancing quickly, mainly driven by large language models, with significant progress in both development speed and practical application. Declarations Funding Declaration Funded Projects: Research on Degree and Graduate Education Teaching Reform at Central South University (2023152); Popular Science Special Project of Hunan Provincial Department of Science and Technology (2018ZK4037); Educational and Teaching Reform Research Project at Central South University (2022jy196) (1) Ethics approval and consent to participate: This study was approved by the Research Ethics Committee of Xiangya Second Hospital, Central South University [(2020) Ethics Review No. (Research 226)] and all participants provided informed consent..All authors agree to the publication of this manuscript.The human data research in this study complies with the provisions of the Declaration of Helsinki. (2) Consent for publication: All authors agree to the publication of this manuscript. (3) Availability of data and materials: All the data and materials in this manuscript are authentic original data collected from the teaching at residency training bases and can be used for journal publication. Data Availability Statement: The data that support the findings of this study are available within the article. The full raw dataset is not publicly available due to privacy restrictions concerning the human participants but are available from the corresponding author upon reasonable request. (4) Competing interests: The authors declare no competing interests.I declare that the authors have no competing interests as defined by BMC, or other interests that might be perceived to influence the results and/or discussion reported in this paper. The data in this article is only used for this manuscript and has only been submitted to journals, with no conflicts of interest. (5) Funding: Funded Projects: Research on Degree and Graduate Education Teaching Reform at Central South University (2023152); Popular Science Special Project of Hunan Provincial Department of Science and Technology (2018ZK4037); Educational and Teaching Reform Research Project at Central South University (2022jy196) (6) Authors' contributions: Yingfei Zhu is the first author , and Yan Xu is the corresponding author.Yingfei Zhu wrote the main manuscript text and proposed the main research objectives, was responsible for the conception and design of the study, implementation of the research, and writing of the paper; Zihan Qi , Rong Tao , and Yuwei Zhang were responsible for data collection and organization, statistical analysis, and the creation and presentation of figures and tables; Boxuan Qiao and Xingchen Li prepared figures and responsible for the design and guidance of intelligent assistance system technology.Shayuan Ouyang and Chunhua Yan revised the paper; Yan Xu was responsible for quality control and review of the article, took overall responsibility, and supervised management. All authors reviewed the manuscript. Conflict of Interest: None (7) Acknowledgements: Thank you for the magazine's response and suggestions, and thanks to all the authors for their efforts. (8) Consent for publication Not applicable. References LI Z H, ZHANG H L, AN Y P, et al. Research on the application of scenario simulation combined with standardized patients in the training and teaching of traditional Chinese medicine surgery[J]. Shi Zhen Chin Med Chin Med. 2024;35(1):218–20. ZOU Q, WENG W J, LIU C et al. Application of Mini-CEX Simulation Teaching Combined with DOPS Assessment Drill in Standardized Training of Critical Care Medicine Residents[J]. Chin J Gen Pract 2021,19(4):663–6. LIU SF, ZUO X L, HE C Y et al. Application of discussion-based teaching of difficult cases in clinical teaching of gastroenterology[J]. Chin J Gen Pract 2022,20(11):1947–9. (2022 Chinese Medical Doctor Association. Guidelines for Standardized Training Activities for Resident Physicians, Edition.)[A/OL]. [2022-08- 16༽https://wenku.so.com/d/2e6cede7933d6127e955be00bc70c550 LIU P Y, WANG H T. DU Z H. Research Progress on Competency Evaluation of General Practitioners[J].CGPJ,2020,23(25):3220–5. Jackson P, Ponath Sukumaran G, Babu C, Tony MC, Jack DS, Reshma VR, Davis D, Kurian N, John A. Artificial intelligence in medical education - perception among medical students. BMC Med Educ. 2024;24(1):804. 10.1186/s12909-024-05760-0 . PMID: 39068482; PMCID: PMC11283685. National Health Science and Education. Guiding Opinions on the Establishment of a Standardized Training System for Resident Physicians (Guo Wei Ke Jiao Fa [2013] No. 56) [A/OL].(2014-01-17)༻2022-08-16༽. https://www.gov.cn/gzdt/2014-01/17/content_2569096.htm Measures for the Management of Standardized Training for Resident Physicians. (Trial)[A/OL].(2014-08-25) [2022-08-15༽ .http://www.nhc.gov.cn/qjjys/s3593/201408/e810bec360b64994bfc5b60273b0fa28.shtml Chinese Medical Doctor Association, Standardized Training Content and Standards for Residents. (2022 Edition)[A/OL].[2023-08-16]. https://ccgme-newslogin.oss-cnbeijing.aliyuncs.com/upload/2022/08/05/b500e4aff91543f29c854c69 c461f1c4.pdf. Chen ER, Shen Y, Wei YN et al. Research on the effect of stepped communication skills course on the cultivation of doctor-patient communication ability of rural order-oriented medical students[J].CGPJ,2024,27(13):1561–7. ALUCE M L,COOPER J J, EMLET L L et al. Bringing competency-based communication training to scale:A multi-institutional virtual simulation-based mastery learning curriculum for Emergency Medicine residents.[J].MED TEACH,2024,1–8. Lou ZHANJY, WANG JQ. S K, Research on the standardized training and teaching mode and application effect of general practice residents in China[J].CGPJ,2021,24(19):2401–7. Rong DX, Fang SS, Zhou R et al. The value of the combined application of Mini-CEX and DOPS in the teaching evaluation of pediatric interns[J]. Chin J Gen Pract 2022,20(11):1944–6. JIANG R, WANG Y C, JIANG L H et al. Research on the Application and Evaluation of the Standardized Training and Assessment System for General Practice Residents[J].CGPJ,2020,23(25):3212–3215,3219. Yang Y, Ma SH. Correlation Analysis between Humanistic Care Quality of Outpatient Nurses and Patients' Medical Satisfaction[J]. J Practical Clin Med 2020,24(8):120–3. Li Q, Qin Y. AI in medical education: medical student perception, curriculum recommendations and design suggestions. BMC Med Educ. 2023;23(1):852. 10.1186/s12909-023-04700-8 . PMID: 37946176; PMCID: PMC10637014. A R K M. D.Supporting student and teacher feedback literacy:an instructional model for student feedback processes[J].ASSESS EVAL HIGH EDU,2023,48(2):186–200. Additional Declarations No competing interests reported. Supplementary Files Appendix1.docx Cite Share Download PDF Status: Under Review Version 1 posted Reviewers agreed at journal 07 May, 2026 Reviews received at journal 22 Apr, 2026 Reviewers agreed at journal 08 Apr, 2026 Reviewers agreed at journal 16 Mar, 2026 Reviewers invited by journal 12 Feb, 2026 Editor invited by journal 12 Feb, 2026 Editor assigned by journal 17 Dec, 2025 Submission checks completed at journal 13 Dec, 2025 First submitted to journal 27 Nov, 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. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. 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-8110352","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":590733007,"identity":"2c4d14a1-34ca-4f89-bc2d-79b5b02dfde9","order_by":0,"name":"Yingfei Zhu¹","email":"","orcid":"","institution":"Chief Nurse, Head Nurse at Shenzhen Pingshan District Central Hospital, Shenzhen, China","correspondingAuthor":false,"prefix":"","firstName":"Yingfei","middleName":"","lastName":"Zhu¹","suffix":""},{"id":590733009,"identity":"755b0758-9db3-4454-b125-f0bf74f43eed","order_by":1,"name":"Boxuan Qiao²","email":"","orcid":"","institution":"PhD, College of Computer Science, Zhejiang University, Hangzhou, China; Zhongguancun Academy \u0026 Zhongguancun Institute of Artificial Intelligence,","correspondingAuthor":false,"prefix":"","firstName":"Boxuan","middleName":"","lastName":"Qiao²","suffix":""},{"id":590733010,"identity":"a1d4ce1a-1918-443b-b680-20593e14b520","order_by":2,"name":"Shayuan Ouyang¹","email":"","orcid":"","institution":"Shenzhen Pingshan District Central Hospital","correspondingAuthor":false,"prefix":"","firstName":"Shayuan","middleName":"","lastName":"Ouyang¹","suffix":""},{"id":590733012,"identity":"a472fdf4-8777-457c-94e2-21798ead5257","order_by":3,"name":"Chunhua Yan¹","email":"","orcid":"","institution":"Shenzhen Pingshan District Central Hospital","correspondingAuthor":false,"prefix":"","firstName":"Chunhua","middleName":"","lastName":"Yan¹","suffix":""},{"id":590733013,"identity":"f64c19ba-8813-4b2c-aebb-c858a99dc616","order_by":4,"name":"Xingchen Li","email":"","orcid":"","institution":"Nanjing Agricultural University","correspondingAuthor":false,"prefix":"","firstName":"Xingchen","middleName":"","lastName":"Li","suffix":""},{"id":590733014,"identity":"5256d01b-a762-4f37-b10f-1be6e532491e","order_by":5,"name":"Zihan Qi¹","email":"","orcid":"","institution":"Chief Nurse, Head Nurse at Shenzhen Pingshan District Central Hospital","correspondingAuthor":false,"prefix":"","firstName":"Zihan","middleName":"","lastName":"Qi¹","suffix":""},{"id":590733017,"identity":"f4e20c50-0db1-445f-83e9-8feca660519a","order_by":6,"name":"Rong Tao","email":"","orcid":"","institution":"Chief Nurse, Head Nurse at Shenzhen Pingshan District Central Hospital","correspondingAuthor":false,"prefix":"","firstName":"Rong","middleName":"","lastName":"Tao","suffix":""},{"id":590733018,"identity":"f457c8b0-753d-4cf2-83bf-3f382d12e935","order_by":7,"name":"Yuwei Zhang","email":"","orcid":"","institution":"Second Xiangya Hospital of Central South University","correspondingAuthor":false,"prefix":"","firstName":"Yuwei","middleName":"","lastName":"Zhang","suffix":""},{"id":590733019,"identity":"59bef505-8d59-48dc-a40f-861d82a24fda","order_by":8,"name":"Yan Xu","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA4ElEQVRIie3PMWsCMRjG8QThrsMrro8cfoeUQBDuy+RwcAnSSW4oNtO5CK7ntyj0CxwI3hL3Axddbi50LEiVLk7x3ArNf8rw/HgJY6HQny3H2/r31etK3Jhv7EOEFzl/r7oS0Zjnr5cIPVnXLVieZjbeV14yLI1MSkKknFFgbppZmmkvGcCIhABSDUXgxTazIOElEYz8JgHIMm7Bzx3I5YpKSEMIMAVuO5Dhqp2nVEHDGTnWu6ksyPiJqCcfh/55oQfL+tR8vqajdez8hLGnm4G+/u7O/lJ8vL8JhUKh/90PUBg7d3Y0QCgAAAAASUVORK5CYII=","orcid":"","institution":"Second Xiangya Hospital of Central South University","correspondingAuthor":true,"prefix":"","firstName":"Yan","middleName":"","lastName":"Xu","suffix":""}],"badges":[],"createdAt":"2025-11-14 03:53:04","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-8110352/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-8110352/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":102939980,"identity":"00896cc1-64a2-4b1d-8fb1-5c2cf0224ab3","added_by":"auto","created_at":"2026-02-18 16:58:51","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":303994,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eTechnology Roadmap\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-8110352/v1/314fcab3e2ddc0c6e5d534c7.png"},{"id":102939981,"identity":"6776f0b9-2294-4528-8505-a2b13ac9deac","added_by":"auto","created_at":"2026-02-18 16:58:51","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":276806,"visible":true,"origin":"","legend":"\u003cp\u003eUnnumbered image in the Materials and Methods section.\u003c/p\u003e","description":"","filename":"flowchart.png","url":"https://assets-eu.researchsquare.com/files/rs-8110352/v1/30002f341117908f1dc52ea1.png"},{"id":102939982,"identity":"d168755f-e674-481e-a0fb-a102c4fca0ce","added_by":"auto","created_at":"2026-02-18 16:58:51","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":272191,"visible":true,"origin":"","legend":"\u003cp\u003eUnnumbered image in the Materials and Methods section.\u003c/p\u003e","description":"","filename":"unfig1.png","url":"https://assets-eu.researchsquare.com/files/rs-8110352/v1/0094d4ba83e8d53e6a8cbd97.png"},{"id":102964004,"identity":"575feeff-6ffc-48db-812b-9d9cda795549","added_by":"auto","created_at":"2026-02-19 04:21:10","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":2857935,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8110352/v1/5e74154e-fe27-4fdf-a768-2c71e1beed09.pdf"},{"id":102939983,"identity":"6f366823-9bc1-47c3-a888-785326cb3ca5","added_by":"auto","created_at":"2026-02-18 16:58:51","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":15502,"visible":true,"origin":"","legend":"","description":"","filename":"Appendix1.docx","url":"https://assets-eu.researchsquare.com/files/rs-8110352/v1/c84b17fb6046c9874adae3bc.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"\u003cp\u003eA Practical Study of the Integration of Standardized Patients, Feedback-Based Real-Life Teaching, and AI-Assisted System Teaching in the Training of General Medicine Resident Supervisors\u003c/p\u003e","fulltext":[{"header":"Introduction","content":"\u003cp\u003eStandardized Patient (SP) Teaching + Feedback-Based Teaching Model emphasizes a comprehensive approach, including SP role-playing, SP assessment, the construction of simulated clinical teaching environments for SPs, and timely feedback throughout the process. A standardized patient refers to a normal person or a mildly ill patient who can accurately simulate patient symptoms, medical history, and physical examination results [1].\u003c/p\u003e\n\u003cp\u003eMini-CEX (Mini-Clinical Evaluation Exercise) is an effective tool for assessing general medicine residents\u0026apos; clinical practice abilities through simulated real-life clinical scenarios [2]. The evaluation focuses on clinical reception abilities (especially history taking and physical examination), doctor-patient communication empathy, and the ability to summarize and provide feedback. The feedback-based teaching model emphasizes process evaluation and personalized teaching, highlighting the subjectivity and participation of general medicine residents, with the goal of establishing a comprehensive, open feedback system [3].\u003c/p\u003e\n\u003cp\u003eFrom 2021 to 2023, the \u0026quot;Guidelines for Standardized Residency Training Activities\u0026quot; [4] have increasingly emphasized the practical effectiveness of training, multi-source feedback, timely feedback, process-oriented feedback evaluation, and resident feedback, aligning well with the new requirements of the guidelines. This study employs a standardized patient + feedback-based teaching method, using a human-machine collaborative model that integrates the advantages of both real-life human teaching and AI-assisted systems. The real-life SP model excels in cultivating advanced communication, empathy, humanistic care, and complex scenario handling, while the AI-assisted system is more advantageous for basic skills training, standardized assessments, reproducibility, and data feedback. By combining the objectivity and efficiency of AI with the depth and flexibility of human teaching, a more robust medical education system can be constructed.\u003c/p\u003e\n\u003cp\u003eGeneral medicine residents, as \u0026quot;gatekeepers\u0026quot; of human health, bear the significant responsibility of providing comprehensive and continuous health services to the community [5]. As educators and mentors for general medicine residents, the role of the supervising teachers is crucial. The AI-assisted system is a newly developed two-stage system by our team, focusing on healthcare communication education. The system consists of two modules: the patient simulation module and the communication scoring and feedback module. The entire system is built around a large language model, which achieves task-specific optimization by fine-tuning medical communication corpora. Users can engage in human-machine dialogue via a front-end training platform, and the system dynamically generates patient language based on the input context. After each interaction, the system provides a communication score and specific improvement suggestions[6]. This study aims to implement the standardized patient + feedback-based teaching model for general medicine resident supervisors at Xiangya Second Hospital of Central South University and explore the combined application of real-life teaching and AI-assisted system teaching in the training of general medicine resident supervisors.\u003c/p\u003e"},{"header":"1. Materials and Methods","content":"\u003cdiv id=\"Sec2\" class=\"Section2\"\u003e \u003ch2\u003e1.1 Data Sources\u003c/h2\u003e \u003cp\u003e This study selected 30 newly appointed general medicine resident supervisors from the General Medicine Residency Training Base at Xiangya Second Hospital of Central South University, from February 2023 to January 2024, as research participants. All participants passed the teacher selection and qualification assessment. Among the 30 participants, 9 were male (30.0%) and 21 were female (70.0%). There was 1 chief physician (3.3%), 19 associate chief physicians (63.3%), and 10 attending physicians (33.3%). All participants held doctoral degrees, and 9 (30.0%) were master\u0026rsquo;s thesis advisors. The participants' ages ranged from 34 to 55 years, with a mean age of 42.93\u0026thinsp;\u0026plusmn;\u0026thinsp;6.09 years. Their work experience ranged from 9 to 31 years, with a mean of 17.67\u0026thinsp;\u0026plusmn;\u0026thinsp;7.17 years. The basic data comparison between the two groups showed no significant statistical difference (P\u0026thinsp;\u0026gt;\u0026thinsp;0.05), indicating comparability (Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e\u003cstrong\u003e1.1 Data Sources\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study selected 30 newly appointed general medicine resident supervisors from the General Medicine Residency Training Base at Xiangya Second Hospital of Central South University, from February 2023 to January 2024, as research participants. All participants passed the teacher selection and qualification assessment. Among the 30 participants, 9 were male (30.0%) and 21 were female (70.0%). There was 1 chief physician (3.3%), 19 associate chief physicians (63.3%), and 10 attending physicians (33.3%). All participants held doctoral degrees, and 9 (30.0%) were master’s thesis advisors. The participants' ages ranged from 34 to 55 years, with a mean age of 42.93\u0026nbsp;±\u0026nbsp;6.09 years. Their work experience ranged from 9 to 31 years, with a mean of 17.67\u0026nbsp;±\u0026nbsp;7.17 years. The basic data comparison between the two groups showed no significant statistical difference (P \u0026gt; 0.05), indicating comparability (Table 1).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTables\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 1 \u0026nbsp; Comparison of the basic information of the two groups of instructors\u003c/strong\u003e\u003c/p\u003e\n \u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eGroup\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eSample Size\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eAge (Years)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eYears of Experience\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eGender (Male/Female)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eDoctorate\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eTitle (Attending Physician/Associate Chief Physician\u003c/strong\u003e\u003cstrong\u003e）\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eMaster's Supervisor (Yes/No)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eControl Group\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e43.8±5.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e18.6±7.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e4/11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e15/15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e4/11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e4/11\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eResearch Group\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e42.1±6.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e16.7±7.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e5/10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e15/15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e7/8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e5/10\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;c\u003c/strong\u003e\u003cstrong\u003e2\u003c/strong\u003e\u003cstrong\u003e（\u003c/strong\u003e\u003cstrong\u003et-value\u003c/strong\u003e\u003cstrong\u003e）\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0.775\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0.706\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0.690\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0.256\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0.690\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eP-value\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0.445\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0.486\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0.159\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1.292\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0.159\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003e\u003cstrong\u003e1.2 Teaching Methods\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e1.2.1 Inclusion and Exclusion Criteria\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e(1) Inclusion Criteria\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eProfessional Ethics: The participants must have good professional ethics and strictly adhere to the laws, regulations, and ethical standards of the hospital.\u003c/p\u003e\n\u003cp\u003eProfessional Background: The participants must hold a medical doctorate degree and have at least 9 years of clinical experience, along with a hospital-level general practice teaching certification.\u003c/p\u003e\n\u003cp\u003eCommunication Skills: The participants should possess good doctor-patient communication skills and teamwork abilities.\u003c/p\u003e\n\u003cp\u003eContinuous Learning Ability: The participants should have high research levels and the ability to continuously learn, keeping up-to-date with the latest developments in general medicine.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e(2) Exclusion Criteria\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eParticipants who have previously been involved in teaching accidents.\u003c/p\u003e\n\u003cp\u003eParticipants lacking general medicine practice experience or those with improper learning attitudes.\u003c/p\u003e\n\u003cp\u003eParticipants who cannot effectively communicate or collaborate within a team.\u003c/p\u003e\n\u003cp\u003eThis study was approved by the Research Ethics Committee of Xiangya Second Hospital, Central South University [(2020) Ethics Review No. (Research 226)] and all participants provided informed consent.The human data research in this study complies with the provisions of the Helsinki Declaration.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e1.2.2 Research Group Teaching: Integrated Four-Stage Model\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe research group adopted the \"Standardized Patient + Feedback-Based Real-Life Teaching\" combined with \"AI-Assisted System Teaching\" model, with the following implementation details:\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e(1) Training Plan Development\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eBased on the theoretical guidelines from the \"Guiding Opinions on the Establishment of the Standardized Residency Training System\" (National Health Science Education [2013] No. 56) [7], \"Regulations on Standardized Residency Training (Trial)\" (National Health Science Education [2014] No. 49) [8], and the \"Standardized Residency Training Content and Standards (Trial)—General Practice Training Details\" [9], a detailed training plan and teaching plan were developed.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e(2) Training Implementation\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe research group supervisors received 3 hours of concentrated training every Friday afternoon, which included 60 minutes of theoretical learning, 90 minutes of standardized patient and feedback-based teaching practice courses, and 30 minutes of feedback and summary. The class followed a closed-loop teaching method: theoretical learning → real-life demonstration → AI-based practice → feedback refinement. The two teaching models supported each other, complementing each other's strengths.\u003c/p\u003e\n\u003cp\u003e1) First Stage:\u003c/p\u003e\n\u003cp\u003ea. Standardized Patient Theory Learning and Real-Life Demonstration (Concentrated Classroom Training)\u003c/p\u003e\n\u003cp\u003e① Theory Learning: Learning courses on disease knowledge, simulation skills, teaching techniques, communication skills, etc. [10], with MOOCs, micro-videos, and animated videos published on the CCMTV Cloud Platform.\u003c/p\u003e\n\u003cp\u003e② Real-Life SP Demonstration and Scenario Construction: Design typical and representative cases, such as complex doctor-patient communication, non-verbal cues (expressions, tone of voice, etc.), humanistic care, and advanced skills in dealing with emergencies. A script was written, and the scenario was set up [11].\u003c/p\u003e\n\u003cp\u003e③ Role-Playing: Skill mentors were responsible for role-playing and evaluation teaching. The classroom employed real-life scenario simulations and case introductions to increase the class’s engagement [12].\u003c/p\u003e\n\u003cp\u003e④ Observation and Evaluation: Using Mini-CEX, general practice resident physicians were evaluated on six abilities: history-taking, physical examination, clinical diagnosis, treatment planning, communication skills, and humanistic care [13].\u003c/p\u003e\n\u003cp\u003e⑤ In-depth Feedback Summary: Skill mentors provided timely, in-depth, and warm qualitative feedback on-site, encouraging critical thinking, and teachers engaged in mutual discussions and self-reflection.\u003c/p\u003e\n\u003cp\u003eb. Feedback-Based Teaching Theory Learning and Real-Life Demonstration (Concentrated Classroom Training)\u003c/p\u003e\n\u003cp\u003e① Clarifying Learning Objectives: The supervisors were tasked with improving six key feedback-based teaching abilities.\u003c/p\u003e\n\u003cp\u003e② Organizing Diversified Teaching Activities: Activities included small group discussions, case analysis, role-playing, flipped classrooms, special lectures, teaching rounds, outpatient supervision, annual assessments, graduation assessments [14], skill competitions, grassroots free clinics, and community faculty exchanges to improve the ability to solve on-site problems. After watching real-life simulations, supervisors could rehearse and review similar cases in the AI system.\u003c/p\u003e\n\u003cp\u003e③ Timely Feedback: Supervisors and general practice residents followed a \"one-to-two\" management system, with continuous tracking and management focusing on teaching progress, teaching techniques, and teaching satisfaction [15].\u003c/p\u003e\n\u003cp\u003e④ Encouraging Self-Evaluation and Peer Evaluation: Supervisors adjusted teaching strategies in real-time to improve critical thinking and cooperation.\u003c/p\u003e\n\u003cp\u003e⑤ Real-Time Teaching Method Improvement: Regular exchanges on research topics, after-class Q\u0026amp;A, online interaction, and observation of teaching practices helped to identify problems and refine teaching methods.\u003c/p\u003e\n\u003cp\u003e2) Second Stage: Personalized AI Practice and Data-Driven Feedback (Post-Class Exercises)\u003c/p\u003e\n\u003cp\u003e① Seamless Integration: The case scenarios and teaching objectives from the classroom learning were synchronized to the AI-assisted system.\u003c/p\u003e\n\u003cp\u003e② Self-Strengthening Training: Supervisors could log into the AI-assisted system after class to engage in repetitive dialogue practice with a \"virtual patient\" using the same case. The AI system provided a consistent case background to ensure the alignment of training objectives.\u003c/p\u003e\n\u003cp\u003e③ Instant Data-Driven Scoring: After each human-machine dialogue, the system immediately generated a quantitative evaluation report, accurately identifying shortcomings in history-taking completeness, inquiry logic, and medical knowledge accuracy, and providing suggestions and improvement measures. This addressed the challenge of quantifying and replicating real-life feedback.[16]The specific operational technical roadmap of the AI-assisted system is shown in Figure 1（fig.1）.\u003c/p\u003e\n\u003cp\u003e3) Third Stage: Data-Driven Real-Life Feedback and Refinement\u003c/p\u003e\n\u003cp\u003e① Feedback Upgrade: Skill mentors reviewed the practice data and records from the AI-assisted system during subsequent training sessions.\u003c/p\u003e\n\u003cp\u003e② Targeted Guidance: Based on the common issues and individual weaknesses identified by AI, skill mentors provided more targeted in-depth coaching. For example, real-life role-specific training was conducted to address areas where AI indicated low scores in \"communication skills.\"\u003c/p\u003e\n\u003cp\u003e③ Spiral Ability Enhancement: A \"real-life creation of advanced scenarios → AI solidification of basic skills and data provision → real-life enhancement based on data\" spiral ability enhancement loop was formed.\u003c/p\u003e\n\u003cp\u003e4) Fourth Stage: Assessment and Evaluation\u003c/p\u003e\n\u003cp\u003eA comprehensive evaluation system combining \"AI-driven formative assessments + real-life teaching summative assessments\" was established. AI data served as a key basis for process evaluation, while real-life assessments focused on evaluating comprehensive abilities and humanistic qualities.\u003c/p\u003e \u003cdiv id=\"Sec3\" class=\"Section3\"\u003e \u003ch2\u003e1.2.3 Control Group Teaching\u003c/h2\u003e \u003cp\u003eThe control group adopted the traditional lecture-based teaching model (LBL), centered on the supervisor. The supervisor provided collective theoretical lectures, teaching rounds, and demonstrations of basic clinical operations to general practice residents during their rotation. After learning the theoretical knowledge and practicing the operations, the residents were then uniformly assessed.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section3\"\u003e \u003ch2\u003e1.2.4 Evaluation Content and Standards\u003c/h2\u003e \u003cp\u003e \u003cb\u003e(1) Supervisor Standardized Patient Role-Playing Teaching Ability Evaluation\u003c/b\u003e \u003c/p\u003e \u003cp\u003e Skill mentors scored the supervisors based on their role-playing, interaction skills, and the quality of feedback they provided. The evaluation was conducted through observation, with a total score of 100 points, divided into five areas, each worth 20 points. See Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eComparison of standardized patient role-play scores ( \u0026plusmn;s, points)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"8\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGroup\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSample Size\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAccurately Role-Playing Patient Clinical Presentations\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePsychological State\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eAccurate Responses\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eAppropriate Questioning\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eConstructive Feedback\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003eTotal Score\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eControl Group\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e13.60\u0026thinsp;\u0026plusmn;\u0026thinsp;2.35\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e14.53\u0026thinsp;\u0026plusmn;\u0026thinsp;2.36\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e15.33\u0026thinsp;\u0026plusmn;\u0026thinsp;2.19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e16.33\u0026thinsp;\u0026plusmn;\u0026thinsp;1.63\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e17.07\u0026thinsp;\u0026plusmn;\u0026thinsp;2.25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e74.87\u0026thinsp;\u0026plusmn;\u0026thinsp;7.55\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eResearch Group\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e16.00\u0026thinsp;\u0026plusmn;\u0026thinsp;2.67\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e16.40\u0026thinsp;\u0026plusmn;\u0026thinsp;2.32\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e17.27\u0026thinsp;\u0026plusmn;\u0026thinsp;1.34\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e16.60\u0026thinsp;\u0026plusmn;\u0026thinsp;1.72\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e15.07\u0026thinsp;\u0026plusmn;\u0026thinsp;1.75\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e83.33\u0026thinsp;\u0026plusmn;\u0026thinsp;4.37\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003et-value\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2.610\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2.185\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.917\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.435\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2.716\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e3.760\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eP-value\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.014\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.037\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.007\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.667\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.011\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e0.001\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e\u003cb\u003e(2) Supervisor Feedback-Based Teaching Ability Evaluation\u003c/b\u003e\u003c/p\u003e\u003cp\u003eSkill mentors scored the supervisors on six teaching abilities. Each ability evaluation had a total score of 100 points:\u003c/p\u003e \u003cp\u003eTeaching Design and Organization Ability Evaluation: Evaluation of goal-setting, content planning, teaching methods, and organization of the teaching process.\u003c/p\u003e \u003cp\u003eObservation and Evaluation Ability Evaluation: Evaluation of the ability to observe student performance, student participation, learning progress, and feedback collection.\u003c/p\u003e \u003cp\u003eFeedback and Guidance Ability Evaluation: Evaluation of timely feedback, clear learning direction, effective guidance, and personalized teaching.\u003c/p\u003e \u003cp\u003eCommunication and Interaction Ability Evaluation: Evaluation of pre-class preparation, classroom interaction, post-class communication, and teacher-student cooperation.\u003c/p\u003e \u003cp\u003eCritical Thinking and Analysis Ability Evaluation: Evaluation of problem identification, analysis, problem-solving, and independent thinking abilities.\u003c/p\u003e \u003cp\u003eTeaching Innovation and Self-Learning Ability Evaluation: Evaluation of new teaching methods, self-learning and continuous learning, innovation, and research capabilities. See Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eComparison of feedback teaching evaluation results ( \u0026plusmn;s, points)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"9\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGroup\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSample Size\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eTeaching Design and Organizational Abilities\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eObservation and Evaluation Ability\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eFeedback and Guidance Ability\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eCommunication and Interaction Ability\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eCritical Thinking and Analysis Ability\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003eTeaching Innovation and Self-Learning Ability\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c9\"\u003e \u003cp\u003eTotal Score\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eControl Group\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e81.33\u0026thinsp;\u0026plusmn;\u0026thinsp;6.24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e81.40\u0026thinsp;\u0026plusmn;\u0026thinsp;4.87\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e79.80\u0026thinsp;\u0026plusmn;\u0026thinsp;3.39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e75.00\u0026thinsp;\u0026plusmn;\u0026thinsp;15.83\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e81.60\u0026thinsp;\u0026plusmn;\u0026thinsp;4.58\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e80.20\u0026thinsp;\u0026plusmn;\u0026thinsp;5.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e479.33\u0026thinsp;\u0026plusmn;\u0026thinsp;20.50\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eResearch Group\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e88.60\u0026thinsp;\u0026plusmn;\u0026thinsp;5.33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e78.80\u0026thinsp;\u0026plusmn;\u0026thinsp;4.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e85.27\u0026thinsp;\u0026plusmn;\u0026thinsp;5.11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e84.73\u0026thinsp;\u0026plusmn;\u0026thinsp;4.04\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e86.27\u0026thinsp;\u0026plusmn;\u0026thinsp;5.11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e85.27\u0026thinsp;\u0026plusmn;\u0026thinsp;4.77\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e508.93\u0026thinsp;\u0026plusmn;\u0026thinsp;21.43\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003et-value\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.429\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-1.598\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.456\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e2.308\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2.643\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e2.838\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e3.866\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eP-value\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.002\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.121\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.002\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.035\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.013\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e0.008\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e0.001\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003e(3) Satisfaction Survey\u003c/b\u003e \u003c/p\u003e \u003cp\u003eAfter being trained in the Standardized Patient\u0026thinsp;+\u0026thinsp;Feedback-Based Teaching and AI-Assisted System Teaching Model, supervisors were rated for satisfaction by five skill mentors, four core members of the residency training base, and 60 general practice residents.\u003c/p\u003e \u003cp\u003eSkill Mentors: 150 survey questionnaires were distributed and 150 were returned, with a 100% effective recovery rate. The results were averaged.\u003c/p\u003e \u003cp\u003eResidency Base Members: 120 questionnaires were distributed and 120 were returned, with a 100% effective recovery rate. The results were averaged.\u003c/p\u003e \u003cp\u003eGeneral Practice Residents: The class leaders distributed 180 questionnaires, which were all returned with a 100% effective recovery rate. The average score of the six residents each supervisor had mentored was used for evaluation. See Tables\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e\u0026ndash;\u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e6\u003c/span\u003e. Please refer to Appendix 1 for all supplementary supplementary file.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eComparison of the satisfaction scores of skill instructors and instructors ( \u0026plusmn;s, points)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"13\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c11\" colnum=\"11\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c12\" colnum=\"12\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c13\" colnum=\"13\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGroup\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSample Size\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eTeaching Model Application Ability\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMini-CEX Evaluation\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eStandardized Patient Role-Playing\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eTeaching Design and Organizational Abilities (6 areas)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003ePersonalized Teaching\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003eTeaching Content Innovation Ability\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c9\"\u003e \u003cp\u003eTimely Feedback/Strategy Adjustment\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c10\"\u003e \u003cp\u003eTeaching capability of AI-assisted systems\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c11\"\u003e \u003cp\u003eTeaching Progress and Quality\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c12\"\u003e \u003cp\u003eAdherence to Fairness/Impartiality in Teaching\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c13\"\u003e \u003cp\u003eTotal Score\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eControl Group\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e8.57\u0026thinsp;\u0026plusmn;\u0026thinsp;0.57\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e8.39\u0026thinsp;\u0026plusmn;\u0026thinsp;0.72\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e8.47\u0026thinsp;\u0026plusmn;\u0026thinsp;0.57\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e8.61\u0026thinsp;\u0026plusmn;\u0026thinsp;0.56\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e8.40\u0026thinsp;\u0026plusmn;\u0026thinsp;0.76\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e8.55\u0026thinsp;\u0026plusmn;\u0026thinsp;0.44\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e8.47\u0026thinsp;\u0026plusmn;\u0026thinsp;0.51\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e8.37\u0026thinsp;\u0026plusmn;\u0026thinsp;0.57\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e8.32\u0026thinsp;\u0026plusmn;\u0026thinsp;0.35\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e8.76\u0026thinsp;\u0026plusmn;\u0026thinsp;0.54\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e84.91\u0026thinsp;\u0026plusmn;\u0026thinsp;2.51\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eResearch Group\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e9.09\u0026thinsp;\u0026plusmn;\u0026thinsp;0.37\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e9.09\u0026thinsp;\u0026plusmn;\u0026thinsp;0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e9.11\u0026thinsp;\u0026plusmn;\u0026thinsp;0.55\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e9.08\u0026thinsp;\u0026plusmn;\u0026thinsp;0.59\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e8.93\u0026thinsp;\u0026plusmn;\u0026thinsp;0.36\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e8.85\u0026thinsp;\u0026plusmn;\u0026thinsp;0.34\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e8.81\u0026thinsp;\u0026plusmn;\u0026thinsp;0.48\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e8.81\u0026thinsp;\u0026plusmn;\u0026thinsp;0.48\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e8.72\u0026thinsp;\u0026plusmn;\u0026thinsp;0.41\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e8.36\u0026thinsp;\u0026plusmn;\u0026thinsp;0.59\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e89.00\u0026thinsp;\u0026plusmn;\u0026thinsp;1.90\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003et-value\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2.965\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2.696\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.133\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e2.227\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2.467\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e2.120\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e2.590\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e2.297\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e2.881\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e-1.950\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e5.035\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eP-value\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.006\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.012\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.004\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.034\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.020\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e0.043\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e0.015\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e0.029\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.008\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e0.061\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eComparison of the satisfaction scores of core members of the residential training base on the instructors ( \u0026plusmn;s, points)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"13\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c11\" colnum=\"11\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c12\" colnum=\"12\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c13\" colnum=\"13\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGroup\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSample Size\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eTeaching Model Application Ability\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMini-CEX Evaluation\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eStandardized Patient Role-Playing\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eTeaching Design and Organizational Abilities (6 areas)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003ePersonalized Teaching\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003eTeaching Content Innovation Ability\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c9\"\u003e \u003cp\u003eTimely Feedback/Strategy Adjustment\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c10\"\u003e \u003cp\u003eTeaching capability of AI-assisted systems\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c11\"\u003e \u003cp\u003eTeaching Progress and Quality\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c12\"\u003e \u003cp\u003eAdherence to Fairness/Impartiality in Teaching\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c13\"\u003e \u003cp\u003eTotal Score\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eControl Group\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e9.03\u0026thinsp;\u0026plusmn;\u0026thinsp;0.58\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e8.51\u0026thinsp;\u0026plusmn;\u0026thinsp;0.79\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e8.58\u0026thinsp;\u0026plusmn;\u0026thinsp;0.56\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e8.09\u0026thinsp;\u0026plusmn;\u0026thinsp;0.07\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e8.18\u0026thinsp;\u0026plusmn;\u0026thinsp;0.82\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e8.31\u0026thinsp;\u0026plusmn;\u0026thinsp;0.58\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e8.31\u0026thinsp;\u0026plusmn;\u0026thinsp;0.58\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e8.23\u0026thinsp;\u0026plusmn;\u0026thinsp;0.58\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e8.58\u0026thinsp;\u0026plusmn;\u0026thinsp;0.64\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e8.45\u0026thinsp;\u0026plusmn;\u0026thinsp;0.83\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e83.25\u0026thinsp;\u0026plusmn;\u0026thinsp;4.37\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eResearch Group\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e8.23\u0026thinsp;\u0026plusmn;\u0026thinsp;0.82\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e9.05\u0026thinsp;\u0026plusmn;\u0026thinsp;0.56\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e9.03\u0026thinsp;\u0026plusmn;\u0026thinsp;0.61\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e8.72\u0026thinsp;\u0026plusmn;\u0026thinsp;0.59\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e8.74\u0026thinsp;\u0026plusmn;\u0026thinsp;0.61\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e8.87\u0026thinsp;\u0026plusmn;\u0026thinsp;0.61\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e8.89\u0026thinsp;\u0026plusmn;\u0026thinsp;0.51\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e8.55\u0026thinsp;\u0026plusmn;\u0026thinsp;0.82\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e9.01\u0026thinsp;\u0026plusmn;\u0026thinsp;0.47\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e8.17\u0026thinsp;\u0026plusmn;\u0026thinsp;0.69\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e88.06\u0026thinsp;\u0026plusmn;\u0026thinsp;2.64\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003et-value\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.115\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2.166\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.132\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e2.678\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2.136\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e3.070\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e2.889\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e1.205\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e2.114\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e-1.007\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e3.656\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eP-value\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.004\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.039\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.042\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.012\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.042\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e0.005\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e0.007\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e0.238\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.044\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e0.323\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e0.001\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab6\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 6\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eComparison of the satisfaction scores of general practice resident physicians on instructors ( \u0026plusmn;s, points)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"13\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c11\" colnum=\"11\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c12\" colnum=\"12\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c13\" colnum=\"13\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGroup\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSample Size\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eTeaching Model Application Ability\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eKnowledge Mastery/Ability Improvement\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eTeaching Experience\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003ePersonalized Teaching\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eReceiving Feedback/Timely Improvement\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003eTeaching capability of AI-assisted systems\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c9\"\u003e \u003cp\u003eRole-Playing/Feedback Evaluation\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c10\"\u003e \u003cp\u003eTeaching Design and Organizational Abilities (6 areas)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c11\"\u003e \u003cp\u003eHistory Taking/Physical Examination\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c12\"\u003e \u003cp\u003eAdherence to Fairness/Impartiality in Teaching\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c13\"\u003e \u003cp\u003eTotal Score\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eControl Group\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e7.53\u0026thinsp;\u0026plusmn;\u0026thinsp;1.28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e8.35\u0026thinsp;\u0026plusmn;\u0026thinsp;1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e8.48\u0026thinsp;\u0026plusmn;\u0026thinsp;0.52\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e8.20\u0026thinsp;\u0026plusmn;\u0026thinsp;1.41\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e8.03\u0026thinsp;\u0026plusmn;\u0026thinsp;1.30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e8.10\u0026thinsp;\u0026plusmn;\u0026thinsp;1.10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e8.30\u0026thinsp;\u0026plusmn;\u0026thinsp;0.90\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e8.49\u0026thinsp;\u0026plusmn;\u0026thinsp;0.37\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e8.28\u0026thinsp;\u0026plusmn;\u0026thinsp;0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e7.67\u0026thinsp;\u0026plusmn;\u0026thinsp;1.47\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e81.41\u0026thinsp;\u0026plusmn;\u0026thinsp;5.50\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eResearch Group\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e8.42\u0026thinsp;\u0026plusmn;\u0026thinsp;0.88\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e9.05\u0026thinsp;\u0026plusmn;\u0026thinsp;0.46\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e8.49\u0026thinsp;\u0026plusmn;\u0026thinsp;1.06\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e9.06\u0026thinsp;\u0026plusmn;\u0026thinsp;0.72\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e9.08\u0026thinsp;\u0026plusmn;\u0026thinsp;0.62\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e8.62\u0026thinsp;\u0026plusmn;\u0026thinsp;1.33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e8.99\u0026thinsp;\u0026plusmn;\u0026thinsp;0.69\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e9.03\u0026thinsp;\u0026plusmn;\u0026thinsp;0.66\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e9.13\u0026thinsp;\u0026plusmn;\u0026thinsp;0.51\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e9.08\u0026thinsp;\u0026plusmn;\u0026thinsp;0.48\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e88.95\u0026thinsp;\u0026plusmn;\u0026thinsp;4.33\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003et-value\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2.228\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2.469\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.022\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e2.110\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2.831\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e1.180\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e2.362\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e2.773\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e3.763\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e3.530\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e4.170\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eP-value\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.034\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.020\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.983\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.044\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.008\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e0.248\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e0.025\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e0.010\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.001\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e0.003\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003e(4) General Practice Residents' Mini-CEX Evaluation Ability\u003c/b\u003e \u003c/p\u003e \u003cp\u003eEach supervisor mentored two general practice residents, who were randomly divided into the research and control groups to reduce personal bias and ensure more objective results. Each group contained 30 residents. The research group used standardized patient teaching with Mini-CEX as the evaluation tool, while the control group used traditional teaching evaluation methods. After six months of training, the core members of the general practice residency base assessed the general practice residents\u0026rsquo; Mini-CEX evaluation abilities. Seven evaluation categories, each with a score of 100 points, were used. See Table\u0026nbsp;\u003cspan refid=\"Tab7\" class=\"InternalRef\"\u003e7\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab7\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 7\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eComparison of the results of Mini-CEX assessment ability of general practitioners ( \u0026plusmn;s, points)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"10\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGroup\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSamsam Size\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eHistory Taking\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePhysical Examination\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eClinical Diagnosis\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eTreatment Plan\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eCommunication Skills\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003eHumanistic Care\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c9\"\u003e \u003cp\u003eFeedback Summary\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c10\"\u003e \u003cp\u003eTotal Score\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eControl Group\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e81.80\u0026thinsp;\u0026plusmn;\u0026thinsp;10.09\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e87.60\u0026thinsp;\u0026plusmn;\u0026thinsp;4.22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e87.80\u0026thinsp;\u0026plusmn;\u0026thinsp;3.67\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e88.47\u0026thinsp;\u0026plusmn;\u0026thinsp;2.78\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e87.43\u0026thinsp;\u0026plusmn;\u0026thinsp;3.59\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e88.03\u0026thinsp;\u0026plusmn;\u0026thinsp;2.97\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e84.73\u0026thinsp;\u0026plusmn;\u0026thinsp;4.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e605.87\u0026thinsp;\u0026plusmn;\u0026thinsp;19.79\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eResearch Group\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e86.67\u0026thinsp;\u0026plusmn;\u0026thinsp;6.46\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e89.93\u0026thinsp;\u0026plusmn;\u0026thinsp;3.67\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e90.07\u0026thinsp;\u0026plusmn;\u0026thinsp;3.83\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e88.73\u0026thinsp;\u0026plusmn;\u0026thinsp;3.80\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e89.87\u0026thinsp;\u0026plusmn;\u0026thinsp;3.82\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e88.37\u0026thinsp;\u0026plusmn;\u0026thinsp;3.02\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e88.00\u0026thinsp;\u0026plusmn;\u0026thinsp;5.12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e621.63\u0026thinsp;\u0026plusmn;\u0026thinsp;17.14\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003et-value\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-2.225\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-2.285\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e-2.340\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e-0.311\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-2.543\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e-0.431\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e-2.573\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e-3.299\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eP-value\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.030\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.026\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.023\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.757\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.014\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e0.668\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e0.013\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e0.002\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003e1.3 Statistical Methods\u003c/h2\u003e \u003cp\u003eData analysis was performed using SPSS 26.0 software. Categorical data were expressed as relative numbers. Normally distributed continuous data were expressed as mean\u0026thinsp;\u0026plusmn;\u0026thinsp;standard deviation (\u0026plusmn;\u0026thinsp;s). A t-test was used to compare continuous variables, and a χ\u0026sup2; test was used to compare categorical data. A P-value of \u0026lt;\u0026thinsp;0.05 was considered statistically significant.\u003c/p\u003e \u003c/div\u003e"},{"header":"2. Results","content":"\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003e2.1 Evaluation Results for Supervisors\u003c/h2\u003e \u003cdiv id=\"Sec8\" class=\"Section3\"\u003e \u003ch2\u003e2.1.1 Standardized Patient Role-Playing Evaluation\u003c/h2\u003e \u003cp\u003eThe comparison between the two groups showed that the research group scored significantly better than the control group, especially in accurately role-playing patient clinical presentations, psychological states, accurate responses, and constructive feedback (P\u0026thinsp;\u0026lt;\u0026thinsp;0.05). See Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec9\" class=\"Section3\"\u003e \u003ch2\u003e2.1.2 Feedback-Based Teaching Abilities Evaluation\u003c/h2\u003e \u003cp\u003eThe research group scored significantly higher than the control group, particularly in teaching design and organization, feedback and guidance, communication and interaction, critical thinking and analysis, and teaching innovation and self-learning (P\u0026thinsp;\u0026lt;\u0026thinsp;0.05). See Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec10\" class=\"Section3\"\u003e \u003ch2\u003e2.1.3 Satisfaction Survey Results for Supervisors\u003c/h2\u003e \u003cdiv id=\"Sec11\" class=\"Section4\"\u003e \u003ch2\u003e2.1.3.1 Skill Mentors' Satisfaction Scores\u003c/h2\u003e \u003cp\u003eThe T-test results indicated that the research group had significantly higher satisfaction scores than the control group, particularly in areas like teaching model application, Mini-CEX evaluation application, standardized patient role-playing, feedback-based teaching abilities, personalized teaching, teaching content innovation, timely feedback and strategy adjustments, theoretical and practical teaching, and teaching progress and quality (P\u0026thinsp;\u0026lt;\u0026thinsp;0.05). See Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section4\"\u003e \u003ch2\u003e2.1.3.2 Residency Base Members' Satisfaction Scores\u003c/h2\u003e \u003cp\u003eThe T-test results indicated that the research group had significantly higher satisfaction scores than the control group, particularly in the same areas as mentioned above (P\u0026thinsp;\u0026lt;\u0026thinsp;0.05). See Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section4\"\u003e \u003ch2\u003e2.1.3.3 General Practice Residents' Satisfaction Scores\u003c/h2\u003e \u003cp\u003eThe T-test results indicated that the research group had significantly higher satisfaction scores than the control group, particularly in teaching model application, knowledge mastery and ability improvement, personalized teaching, receiving feedback and timely improvements, role-playing and feedback evaluation, the six teaching abilities, history-taking and physical examination, and fairness and impartiality (P\u0026thinsp;\u0026lt;\u0026thinsp;0.05). See Table\u0026nbsp;\u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e6\u003c/span\u003e.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section3\"\u003e \u003ch2\u003e2.1.4 Mini-CEX Evaluation Results for General Practice Residents\u003c/h2\u003e \u003cp\u003eThe research group scored significantly higher than the control group in history-taking, physical examination, clinical diagnosis, communication skills, and feedback and summary evaluation (P\u0026thinsp;\u0026lt;\u0026thinsp;0.05). See Table\u0026nbsp;\u003cspan refid=\"Tab7\" class=\"InternalRef\"\u003e7\u003c/span\u003e.\u003c/p\u003e "},{"header":"3. Discussion","content":"\u003cdiv id=\"Sec16\" class=\"Section2\"\u003e \u003ch2\u003e3.1 Current Status Domestically and Internationally\u003c/h2\u003e \u003cp\u003eAs patients become more aware of privacy protection, the use of real patients in medical education has been restricted. The concept of standardized patients was first proposed by Barrows, the director of the American Academy of Neurology, in 1963. Following this, medical schools in the U.S., U.K., Australia, and other countries began adopting the standardized patient model. Feedback-based teaching started earlier abroad [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e], with the renowned American educator Benjamin Bloom advocating for frequent and timely feedback alongside solid academic content in the 1950s.\u003c/p\u003e \u003cp\u003eCurrently, the combination of standardized patient\u0026thinsp;+\u0026thinsp;feedback-based teaching has developed into a well-established theoretical and practical model in foreign countries, whereas domestic adoption is still in the early stages with a lower prevalence. Despite this, the use of these teaching methods has been gradually increasing in recent years with some notable educational outcomes. The integration of real-life teaching and AI-assisted teaching systems has developed rapidly abroad, while in China, it started later but has been advancing quickly, mainly driven by large language models, with significant progress in both development speed and practical application.\u003c/p\u003e \u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eFunding Declaration\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunded Projects:\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eResearch on Degree and Graduate Education Teaching Reform at Central South University (2023152);\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;Popular Science Special Project of Hunan Provincial Department of Science and Technology (2018ZK4037);\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eEducational and Teaching Reform Research Project at Central South University (2022jy196)\u003c/p\u003e\n\u003cp\u003e(1)\u003cstrong\u003eEthics approval and consent to participate:\u003c/strong\u003eThis study was approved by the Research Ethics Committee of Xiangya Second Hospital, Central South University [(2020) Ethics Review No. (Research 226)] and all participants provided informed consent..All authors agree to the publication of this manuscript.The human data research in this study complies with the provisions of the Declaration of Helsinki.\u003c/p\u003e\n\u003cp\u003e(2)\u003cstrong\u003eConsent for publication:\u003c/strong\u003eAll authors agree to the publication of this manuscript.\u003c/p\u003e\n\u003cp\u003e(3)\u003cstrong\u003eAvailability of data and materials:\u003c/strong\u003eAll the data and materials in this manuscript are authentic original data collected from the teaching at residency training bases and can be used for journal publication.\u003c/p\u003e\n\u003cp\u003eData Availability Statement: The data that support the findings of this study are available within the article. The full raw dataset is not publicly available due to privacy restrictions concerning the human participants but are available from the corresponding author upon reasonable request.\u003c/p\u003e\n\u003cp\u003e(4) \u003cstrong\u003eCompeting interests:\u003c/strong\u003eThe authors declare no competing interests.I declare that the authors have no competing interests as defined by BMC, or other interests that might be perceived to influence the results and/or discussion reported in this paper.\u003c/p\u003e\n\u003cp\u003eThe data in this article is only used for this manuscript and has only been submitted to journals, with no conflicts of interest.\u003c/p\u003e\n\u003cp\u003e(5)\u003cstrong\u003eFunding:\u003c/strong\u003eFunded Projects: Research on Degree and Graduate Education Teaching Reform at Central South University (2023152); Popular Science Special Project of Hunan Provincial Department of Science and Technology (2018ZK4037); Educational and Teaching Reform Research Project at Central South University (2022jy196)\u003c/p\u003e\n\u003cp\u003e(6)\u003cstrong\u003eAuthors\u0026apos; contributions:\u0026nbsp;\u003c/strong\u003eYingfei Zhu \u0026nbsp;is the first author , and Yan Xu \u0026nbsp;is the corresponding author.Yingfei Zhu wrote the main manuscript text and proposed the main research objectives, was responsible for the conception and design of the study, implementation of the research, and writing of the paper; Zihan Qi , Rong Tao , and Yuwei Zhang \u0026nbsp;were responsible for data collection and organization, statistical analysis, and the creation and presentation of figures and tables; Boxuan Qiao \u0026nbsp;and Xingchen Li \u0026nbsp;prepared figures and \u0026nbsp;responsible for the design and guidance of intelligent assistance system technology.Shayuan \u0026nbsp;Ouyang \u0026nbsp; and Chunhua Yan \u0026nbsp;revised the paper; Yan Xu was responsible for quality control and review of the article, took overall responsibility, and supervised management. All authors reviewed the manuscript. Conflict of Interest: None\u003c/p\u003e\n\u003cp\u003e(7)\u003cstrong\u003eAcknowledgements:\u003c/strong\u003eThank you for the magazine\u0026apos;s response and suggestions, and thanks to all the authors for their efforts.\u003c/p\u003e\n\u003cp\u003e(8)\u003cstrong\u003eConsent for publication\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eLI Z H, ZHANG H L, AN Y P, et al. Research on the application of scenario simulation combined with standardized patients in the training and teaching of traditional Chinese medicine surgery[J]. Shi Zhen Chin Med Chin Med. 2024;35(1):218\u0026ndash;20.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eZOU Q, WENG W J, LIU C et al. Application of Mini-CEX Simulation Teaching Combined with DOPS Assessment Drill in Standardized Training of Critical Care Medicine Residents[J]. Chin J Gen Pract 2021,19(4):663\u0026ndash;6.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLIU SF, ZUO X L, HE C Y et al. Application of discussion-based teaching of difficult cases in clinical teaching of gastroenterology[J]. Chin J Gen Pract 2022,20(11):1947\u0026ndash;9.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003e(2022 Chinese Medical Doctor Association. Guidelines for Standardized Training Activities for Resident Physicians, Edition.)[A/OL]. [2022-08-\u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e16༽https://wenku.so.com/d/2e6cede7933d6127e955be00bc70c550\u003c/span\u003e\u003cspan address=\"http://16༽https://wenku.so.com/d/2e6cede7933d6127e955be00bc70c550\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLIU P Y, WANG H T. DU Z H. Research Progress on Competency Evaluation of General Practitioners[J].CGPJ,2020,23(25):3220\u0026ndash;5.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eJackson P, Ponath Sukumaran G, Babu C, Tony MC, Jack DS, Reshma VR, Davis D, Kurian N, John A. Artificial intelligence in medical education - perception among medical students. BMC Med Educ. 2024;24(1):804. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1186/s12909-024-05760-0\u003c/span\u003e\u003cspan address=\"10.1186/s12909-024-05760-0\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e. PMID: 39068482; PMCID: PMC11283685.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eNational Health Science and Education. Guiding Opinions on the Establishment of a Standardized Training System for Resident Physicians (Guo Wei Ke Jiao Fa [2013] No. 56) [A/OL].(2014-01-17)༻2022-08-16༽. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.gov.cn/gzdt/2014-01/17/content_2569096.htm\u003c/span\u003e\u003cspan address=\"https://www.gov.cn/gzdt/2014-01/17/content_2569096.htm\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMeasures for the Management of Standardized Training for Resident Physicians. (Trial)[A/OL].(2014-08-25) [2022-08-15༽\u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e.http://www.nhc.gov.cn/qjjys/s3593/201408/e810bec360b64994bfc5b60273b0fa28.shtml\u003c/span\u003e\u003cspan address=\"http://.http://www.nhc.gov.cn/qjjys/s3593/201408/e810bec360b64994bfc5b60273b0fa28.shtml\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eChinese Medical Doctor Association, Standardized Training Content and Standards for Residents. (2022 Edition)[A/OL].[2023-08-16]. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://ccgme-newslogin.oss-cnbeijing.aliyuncs.com/upload/2022/08/05/b500e4aff91543f29c854c69\u003c/span\u003e\u003cspan address=\"https://ccgme-newslogin.oss-cnbeijing.aliyuncs.com/upload/2022/08/05/b500e4aff91543f29c854c69\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e c461f1c4.pdf.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eChen ER, Shen Y, Wei YN et al. Research on the effect of stepped communication skills course on the cultivation of doctor-patient communication ability of rural order-oriented medical students[J].CGPJ,2024,27(13):1561\u0026ndash;7.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eALUCE M L,COOPER J J, EMLET L L et al. Bringing competency-based communication training to scale:A multi-institutional virtual simulation-based mastery learning curriculum for Emergency Medicine residents.[J].MED TEACH,2024,1\u0026ndash;8.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLou ZHANJY, WANG JQ. S K, Research on the standardized training and teaching mode and application effect of general practice residents in China[J].CGPJ,2021,24(19):2401\u0026ndash;7.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eRong DX, Fang SS, Zhou R et al. The value of the combined application of Mini-CEX and DOPS in the teaching evaluation of pediatric interns[J]. Chin J Gen Pract 2022,20(11):1944\u0026ndash;6.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eJIANG R, WANG Y C, JIANG L H et al. Research on the Application and Evaluation of the Standardized Training and Assessment System for General Practice Residents[J].CGPJ,2020,23(25):3212\u0026ndash;3215,3219.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eYang Y, Ma SH. Correlation Analysis between Humanistic Care Quality of Outpatient Nurses and Patients' Medical Satisfaction[J]. J Practical Clin Med 2020,24(8):120\u0026ndash;3.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLi Q, Qin Y. AI in medical education: medical student perception, curriculum recommendations and design suggestions. BMC Med Educ. 2023;23(1):852. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1186/s12909-023-04700-8\u003c/span\u003e\u003cspan address=\"10.1186/s12909-023-04700-8\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e. PMID: 37946176; PMCID: PMC10637014.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eA R K M. D.Supporting student and teacher feedback literacy:an instructional model for student feedback processes[J].ASSESS EVAL HIGH EDU,2023,48(2):186\u0026ndash;200.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"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},"keywords":"Standardized Patient, Feedback-Based Teaching, Mini-CEX, General Medicine Resident Supervisors, AI-Assisted System","lastPublishedDoi":"10.21203/rs.3.rs-8110352/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8110352/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eObjective: \u003c/strong\u003eTo explore the practical effectiveness of integrating \"Standardized Patient + Feedback-Based Real-Life Teaching\" with \"AI-Assisted System Teaching\" in the training of general medicine resident supervisors, aiming to enhance their teaching capabilities and quality. This study provides a theoretical basis for developing new teaching models.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethod and result: \u003c/strong\u003eA total of 30 general medicine resident supervisors from training bases were randomly divided into an experimental group and a control group, with 15 participants in each group. The experimental group was trained using the \"Standardized Patient + Feedback-Based Real-Life Teaching + AI-Assisted System Teaching\" model, while the control group followed traditional teaching methods. After six months of training and another six months of supervision, the supervisors’ abilities in standardized patient role-playing teaching, Mini-CEX (Mini-Clinical Evaluation Exercise) teaching, and feedback-based teaching were assessed. A self-designed satisfaction survey was used to evaluate the satisfaction of skill mentors, core members of the training base, and general medicine residents with the supervisors.\u003c/p\u003e\n\u003cp\u003eThe experimental group showed significantly better performance than the control group in standardized patient role-playing teaching ability (T=3.760, P\u0026lt;0.01), Mini-CEX assessment ability (T=3.299, P\u0026lt;0.02), and feedback-based teaching ability (T=3.866, P\u0026lt;0.01). The satisfaction levels of skill mentors (T=5.035, P\u0026lt;0.01), training base members (T=3.656, P\u0026lt;0.05), and general medicine residents (T=4.170, P\u0026lt;0.01) in the experimental group were also significantly higher than those in the control group.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusion: \u003c/strong\u003eThe \"Standardized Patient + Feedback-Based Real-Life Teaching\" combined with \"AI-Assisted System Teaching\" model effectively improves supervisors' multi-dimensional teaching abilities and general medicine residents' Mini-CEX evaluation skills, while also significantly enhancing teaching satisfaction.\u003c/p\u003e","manuscriptTitle":"A Practical Study of the Integration of Standardized Patients, Feedback-Based Real-Life Teaching, and AI-Assisted System Teaching in the Training of General Medicine Resident Supervisors","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-02-18 16:58:46","doi":"10.21203/rs.3.rs-8110352/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"reviewerAgreed","content":"36998497467788585428725791005121855109","date":"2026-05-07T14:44:12+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-04-23T00:47:31+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"301606976055249819481583422730201703201","date":"2026-04-08T12:11:45+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"129333936699915369176074532205312067472","date":"2026-03-16T08:18:23+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2026-02-12T21:22:32+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2026-02-12T11:06:07+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-12-17T09:24:31+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-12-14T00:19:32+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Medical Education","date":"2025-11-28T03:46:14+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":"caa50c9b-3702-4a88-b7bb-2b8f818c1028","owner":[],"postedDate":"February 18th, 2026","published":true,"recentEditorialEvents":[{"type":"reviewerAgreed","content":"36998497467788585428725791005121855109","date":"2026-05-07T14:44:12+00:00","index":91,"fulltext":""}],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-02-18T16:58:46+00:00","versionOfRecord":[],"versionCreatedAt":"2026-02-18 16:58:46","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8110352","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8110352","identity":"rs-8110352","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}