Enhancing competency and self-directed learning in anesthesiology residency: an outcome-based education model...

While outcomes-based education (OBE) has been widely advocated for decades, its intentional integration with a hybrid (online-offline) instructional model in residency training remains underexplored. This study aimed to evaluate the effectiveness of an integrated OBE approach combined with an online-offline hybrid teaching model and mind mapping in the standardized training of anesthesiology residents.

Sixty anesthesiology residents undergoing standardized training were randomly divided into a control group and a study group (n = 30 each). The control group received traditional didactic teaching, while the study group received OBE-guided instruction using a blended online-offline model supplemented by mind mapping strategies. The two groups were compared in terms of baseline characteristics, theoretical knowledge, practical skill scores, teaching satisfaction, instructor evaluations, and self-directed learning abilities.

The study group achieved significantly higher scores in both theoretical and practical assessments compared with the control group, and independent-samples t-tests indicated that the differences were statistically significant (t = -5.451, -6.551, p < 0.05). Trainees in the study group reported greater satisfaction with the teaching model compared with the control group, particularly in teamwork, teacher-student communication, learning enthusiasm, clinical applicability, clinical thinking ability, and overall teaching satisfaction. Chi-square tests showed statistically significant differences between the two groups (χ² = 5.455, 7.680, 5.192, 9.231, 4.320, 6.667; p = 0.020, 0.006, 0.023, 0.002, 0.038, 0.010). Instructors' evaluations of the study group residents were also higher than those of the control group in basic theoretical knowledge, learning attitude, problem-solving ability, and communication skills. The excellence rates for these aspects were significantly greater in the study group (χ² = 5.962, 6.667, 5.455, 5.455; p = 0.015, 0.010, 0.020, 0.020). In addition, the study group performed significantly better than the control group across all dimensions and in the total score of self-directed learning ability (t = -13.163, p < 0.001).

Incorporating outcome-based education with an online-offline hybrid teaching model and mind mapping effectively enhances the academic performance, clinical competence, and self-directed learning capabilities of anesthesiology residents. This comprehensive instructional approach holds strong potential for broader adoption in standardized medical education and residency training programs.