Innovative multimodal educational strategies: assessing the impact of integrative teaching methods on standardized neurology resident training | BMC Medical Education

Neurology is a highly complex and challenging discipline within the medical field, encompassing numerous diseases and various pathophysiological mechanisms, The nervous system has a complex structure and function, comprising various components, including the brain, spinal cord, and peripheral nerves. As learners strive to understand these anatomical features, they often encounter significant challenges [16].This challenge is particularly evident in certain neurological disorders, such as Parkinson’s disease and epilepsy, where clinical manifestations can be highly characteristic. Observing real cases provides a more intuitive understanding than reading rigid textbook descriptions, which enhances residents’ comprehension and memory, fostering a holistic understanding of these diseases. Therefore, studying and practicing in this field requires residents not only to master extensive professional knowledge but also to possess strong spatial and three-dimensional thinking abilities to appropriately localize and characterize various neurological disorders [17].This is where the advantages of case-based learning (CBL) combined with bedside teaching come into play—through real clinical cases, students can delve into the anatomical background, pathophysiological mechanisms, and clinical presentations of specific diseases, while micro-videos reinforce their understanding and retention of these complex concepts [6].

This study validated the effectiveness of the CBL combined with micro-lessons and bedside teaching model in training neurology residents through comparative analysis, revealing significant advantages. The experimental group outperformed the control group in clinical theory assessments and comprehensive ability evaluations. This indicates that the micro-lesson format allows learners to grasp knowledge quickly while also stimulating their interest and critical thinking [18], Learning from real bedside cases enables residents to deepen their understanding of theoretical knowledge in a genuine clinical environment [7], The CBL model encourages active participation and critical thinking among students, facilitating progress through problem discussions and reflecting the interactive and participatory nature of the learning process [19], This approach effectively enhances their motivation and learning outcomes.

The study found that the innovative multimodal teaching model enabled residents to engage in continuous self-reflection and adjustment during the learning process [6]. Traditional teaching methods often lack feedback and communication, whereas CBL encourages residents to interact and collaborate through group discussions and role-playing, thereby deepening their understanding and retention of knowledge [20]. This not only aids in mastering theoretical knowledge but also promotes the application of clinical skills [21]. The CBL model encourages residents to take on more active roles in their education, enhancing their initiative and engagement in learning, which in turn improves their comprehensive ability evaluation scores [22].

Additionally, the introduction of the micro-lesson model provides residents with a flexible learning approach. In the rapidly evolving field of neurology, knowledge is updated frequently, and micro-lessons can convey core concepts in a short time, allowing residents to deepen their understanding of specific knowledge points anytime and anywhere [23].Furthermore, for complex anatomical structures or intricate conduction pathways that are difficult to understand in neurology, creating micro-video animations or 3D visualizations can significantly aid students in comprehension and retention while increasing their interest in learning [24]. The study results indicate that residents rated the micro-lesson model very positively, believing that it effectively supplements the shortcomings of traditional teaching, particularly in reinforcing the learning and understanding of specific knowledge points in a short period.

It is noteworthy that this study also found a significant improvement in clinical skills and communication abilities among residents participating in the CBL combined with bedside teaching. This phenomenon is closely related to the increased communication between students and patients during bedside teaching, as well as the enhancement of clinical skills through bedside examinations and procedures [25], Numerous studies have shown that teamwork and effective communication are essential components of modern medical education [26].Through team discussions and collaborative decision- making, residents are able to practice and learn in a simulated real-world environment, which greatly benefits their future clinical practice. Additionally, the bedside teaching process continuously reinforces students’ clinical communication and examination skills. This model also positively impacts residents’ clinical reasoning, patient education, and teamwork skills [27].

Data indicate that residents experienced a significant increase in overall satisfaction with the course and their learning interest, particularly in terms of engagement and a sense of achievement. This suggests that the combination of micro-lessons, bedside teaching, and CBL not only successfully imparts knowledge but also plays a crucial role in cultivating residents’ interest in learning and positive attitudes. Previous studies have confirmed that integrated teaching models, such as flipped classrooms, timely teaching, and problem-based learning, represent the future of neurology education [9].Enhancing teaching satisfaction and interest significantly influences physicians’ learning motivation and future career development, encouraging them to maintain a continuous learning attitude in their professional growth [28].

Moreover, the results of this study show that the self-evaluations of teachers using the micro-video, bedside teaching, and CBL model were significantly higher than those of teachers employing traditional teaching methods. This advantage can be attributed to several factors. First, the micro-lesson format allows educators to deliver concise and focused content, while also enabling the 3D visualization of anatomical structures and imaging, achieving efficient learning outcomes in a short time [29].The bedside teaching process facilitates the integration of theory and practice, allowing students to easily understand clinical situations. Teachers can also observe students’ performance in real time and provide feedback, aligning closely with specific learning objectives, thereby enhancing students’ comprehension and engagement [30]. Educators often feel more capable and confident when using teaching methods that align with students’ needs and preferences. Second, the integration of CBL promotes active learning and encourages critical thinking, enriching the learning experience for students and enabling teachers to adopt more student-centered teaching approaches [31].Furthermore, the collaborative nature of CBL fosters feedback and discussion, which can enhance teachers’ self-reflective practices. Engaging in discussions about real cases encourages educators to continuously evaluate and refine their teaching strategies, contributing to professional development and increased job satisfaction. Although the new teaching methods require teachers to invest considerable time in preparing lesson plans, the positive feedback received has not negatively impacted the self-satisfaction ratings of students and teachers [32].Therefore, the combination of micro-lessons, bedside teaching, and CBL clearly creates a more favorable teaching and learning environment than traditional methods, resulting in higher self-evaluation scores for teachers. This underscores the importance of innovative medical education strategies to promote the mutual growth of educators and learners [9].

Despite the positive effects of the combined teaching models of micro-learning, bedside teaching, and CBL in the training of neurology residents, However, there may be some obstacles when implemented in different training environments. Firstly, Successful adoption requires faculty proficiency in multimodal teaching methods. Institutions may need workshops to train educators in CBL facilitation and micro-lesson design. Moreover, Micro-lessons rely on digital platforms (e.g., learning management systems), which may be inaccessible in low-resource settings. Offline alternatives (e.g., preloaded tablets) could address this gap.Transitioning from traditional lectures to active learning may face resistance from both faculty and trainees accustomed to passive learning. Pilot programs and incremental implementation are recommended.

This research still has some limitations. First, the sample size of this study was relatively small and limited to a single medical center, which may affect the generalizability of the results. Future research should consider expanding the sample size and conducting comparisons across multiple institutions to verify the reproducibility and applicability of the findings. Second, the study did not adequately account for individual differences and learning styles among residents during implementation. Different educational backgrounds and learning approaches may influence learning outcomes. Therefore, future research should explore how to implement differentiated instruction based on individual differences to enhance learning effectiveness.