Impact of Scenario-Based Teaching Centered on Gynecological Laparoscopic Surgical Procedures on Clinical...

Scenario-based teaching has demonstrated potential in medical education, but its application to comprehensive gynecological laparoscopic training remains limited. This study aimed to evaluate the impact of scenario-based teaching centered on the complete gynecological laparoscopic surgical procedure on resident physicians' clinical decision-making ability, operative standardization, and training satisfaction.

This single-center retrospective cohort study included 47 resident physicians who underwent laparoscopic training in the Department of Obstetrics and Gynecology at Zhoukou Central Hospital between April 2021 and April 2025. Based on the training methods implemented during the teaching phase, participants were assigned to a routine training group (n = 23) or a scenario-based training group (n = 24). The routine training group received conventional theoretical instructions and basic laparoscopic simulation training, whereas the scenario-based teaching group additionally participated in scenario-based simulation teaching modules designed around the complete surgical workflow. Following completion of the training program, participants underwent a comprehensive assessment using a closed-book theoretical examination, the Global Assessment of Laparoscopic Skills (GOALS), structured case-based clinical decision-making scoring, and a teaching satisfaction questionnaire. Differences in theoretical knowledge, operative skills, clinical decision-making ability, and satisfaction were compared between the two groups.

After training, the theoretical examination scores of the scenario-based teaching group were significantly higher than those of the routine training group (p = 0.047). In the assessment of laparoscopic operative performance, the scenario-based teaching group significantly outperformed the routine training group across all GOALS dimensions (depth perception, bimanual dexterity, efficiency, tissue handling, and autonomy), and total score (all p < 0.05). In terms of clinical decision-making ability, the scenario-based training group achieved higher scores than the routine training group in diagnostic accuracy, surgical plan rationality, and identification of key risk points (p < 0.05), with particularly marked differences observed in surgical plan rationality and key risk point identification (both p < 0.001). Regarding training satisfaction, the scenario-based training group reported significantly higher scores across all six dimensions, including content arrangement rationality, applicability of teaching format, participation in practical activities, perceived improvement in decision-making ability, perceived enhancement in operative skills, and overall satisfaction (all p < 0.05).

Under the conditions of this study, scenario-based teaching centered on the complete gynecological laparoscopic surgical procedure was associated with significant improvements in residents' acquisition of theoretical knowledge, laparoscopic operative standardization, and clinical decision-making competence. Moreover, trainees reported higher levels of satisfaction with the teaching process. These findings suggest that this teaching model may represent an effective strategy for optimizing standardized training in gynecological laparoscopic residency programs.