Practice and Effectiveness Analysis of Multimodal Integrated Teaching Methods in Neurosurgery Clinical Teaching

To explore the application effectiveness of a multimodal-integrated teaching method combining case-based learning, scenario simulation teaching, and the flipped classroom in neurosurgery education.

Sixty resident physicians undergoing standardized training in the Department of Neurosurgery at The First Affiliated Hospital of Wannan Medical College from January 2024 to December 2025 were selected as the study subjects. Thirty trainees were taught using the multimodal integrated teaching method (study group), while the other thirty received traditional teaching methods (control group). A diversified evaluation system was used to compare the teaching effectiveness between the two groups.

The study group showed higher satisfaction with the teaching arrangement compared to the control group. Students in the study group also achieved higher scores in surgical skill operation, theoretical knowledge assessment, and had a higher pass rate in case analysis ability than those in the control group. Furthermore, the study group outperformed the control group across all three dimensions of the self-benefit comprehensive questionnaire.

The multimodal integrated teaching method demonstrates significant teaching advantages and effectiveness, warranting further promotion in neurosurgery clinical practice teaching.