Multi-objective teaching improves learning results: A randomized controlled trial

Objective: The multi-objective teaching model is an educational strategy that aims to promote the holistic development of students through diverse teaching methods and activities. This study explores the application method of multi-objective teaching model in the standardized training of anesthesiology residents in China, aiming to enhance teaching outcomes and cultivate skilled anesthesiologists. Methods: A total of 60 anesthesiology residents undergoing standardized training at our center were included in this clinical observation. Participants (n=30/group) were randomly assigned to either the observation group (multi-objective teaching model) or the control  group (conventional teaching model). All the participants received training on ultrasound-guided short-axis inplane and short-axis out-of-plane axillary brachial plexus nerve block. In the control group, the teaching of the two kinds of punctures were carried out separately without comparison of the two or inclusion of additional puncture techniques. In the observation group, the teaching of the two kinds of puncture were integrated, and the experience was summarized and extended to the vascular and nerve puncture requiring similar technology. After the  teaching of two different models, the difference of success rates in supraclavicular vein and internal jugular vein punctures were evaluated. Results: The observation group demonstrated a significantly shorter puncture and catheter placement time compared to the control group during supraclavicular vein and internal jugular vein puncture procedures (5.19±2.20 minutes vs. 8.35±2.40 minutes, P<0.01), with a higher success rate (76% vs. 64%, P=0.08). The number of mistaken arterial punctures was significantly reduced (4 cases vs. 8 cases, P=0.26). Additionally, both student and mentor evaluations of the multi-objective teaching model were significantly higher than those of the conventional model (student evaluation: 82±11 points vs. 71±9 points, P<0.01; mentor evaluation: 85±9 points vs. 76±7 points, P<0.01). Conclusion: The multi-objective teaching model significantly improves perioperative skills and teaching satisfaction among anesthesiology residents. It is an effective educational approach for enhancing anesthesiology training.