Abstract
BACKGROUND: Medical residents often struggle with complex clinical scenarios that require sophisticated decision-making skills. While case-based discussion (CBD) is widely used in medical education, its effectiveness can be limited by insufficient guidance and structured support. Scaffolding teaching, which provides graduated assistance aligned with learners' development, may address these limitations. However, evidence from randomized controlled trials evaluating the integration of scaffolding with CBD in residency training remains limited. This study aims to compare an integrated scaffolded case-based learning approach with traditional lecture-based teaching that utilizes the same clinical case materials in enhancing residents' clinical reasoning, self-directed learning, and knowledge acquisition in anesthesiology training. METHODS: This prospective randomized controlled trial encompassed 12 anesthesiology residents, systematically randomized into an experimental cohort (receiving scaffolding teaching integrated with case-based discussion) and a control cohort (receiving traditional lecture-based instruction utilizing the same clinical case). The intervention consisted of a structured 4-week curriculum focusing on HOCM anesthesia management, delivered through weekly instructional sessions. The investigation utilized validated assessment instruments to measure primary outcomes, including clinical reasoning proficiency and self-directed learning capacity, at three time points: baseline, post-intervention (Week 4), and follow-up (Week 8). Secondary outcome measures encompassed teaching satisfaction indices and knowledge retention metrics. Statistical analysis employed t-tests and Mann-Whitney U tests for comparative assessment. RESULTS: Post-intervention evaluation at Week 4 revealed statistically significant superiority in the experimental cohort across multiple parameters: clinical reasoning proficiency (83.58 ± 3.28 versus 74.17 ± 4.55, p = 0.002), self-directed learning capacity (79.92 ± 2.56 versus 63.33 ± 3.52, p < 0.001), and teaching satisfaction indices (100.00 ± 0.00 versus 73.00 ± 5.02, p < 0.001). Follow-up assessment at Week 8 demonstrated sustained enhancement in the experimental group, maintaining significant advantages in clinical reasoning proficiency (89.08 ± 5.93 versus 68.17 ± 2.70, p < 0.001), self-directed learning capacity (87.83 ± 2.56 versus 71.58 ± 3.50, p < 0.001), and knowledge retention (98.33 ± 2.58 versus 95.00 ± 0.00, p = 0.010). CONCLUSION: This investigation demonstrates that an integrated scaffolding-supported case-based learning approach offers significant advantages over traditional lecture-based teaching that incorporates the same clinical case. The integrated approach significantly enhances clinical reasoning capabilities, self-directed learning competencies, and knowledge acquisition in complex clinical scenarios compared to the lecture-based approach. These findings establish a robust empirical foundation for the optimization of residency training methodologies, particularly within high-complexity clinical domains such as HOCM anesthesia management. The sustained improvements observed at follow-up further validate the long-term effectiveness of this integrated pedagogical approach. CLINICAL TRIAL REGISTRATION: Not applicable. This study is an educational research project evaluating teaching methodologies through simulated training and does not involve health-related interventions or patient outcomes.