To explore the application value and practical effect of case discussion in the standardized training of resident physicians in the department of neurology.

Resident physicians undergoing standardized training in the Department of Neurology at the First Affiliated Hospital of Harbin Medical University from January 2023 to January 2024 were randomly divided into a treatment group (n=16) and a control group (n=16). The control group only received conventional training, including theoretical lectures, clinical teaching, and skill operation training. On the basis of conventional training, the treatment group additionally conducted monthly case discussions, covering typical cases such as multiple sclerosis, autoimmune encephalitis, and neuromyelitis optica spectrum disorders. Each case discussion included case report, free discussion, and summary comments. Meanwhile, an annual case report meeting was held. The training effects were compared through theoretical assessment, clinical skill assessment, case analysis ability evaluation, questionnaire survey, and a 1-year follow-up. All assessment scores were independently scored by associate chief physicians using a double-blind method. Statistical analysis between the two groups was performed using independent samples t-test and chi-square test with SPSS 26.0 software.

Compared to control group, the treatment group showed significantly higher average scores in theoretical assessment (89.54±6.22 vs 78.29±7.51, t=4.624, P<0.001) and clinical skill assessment (91.23±5.81 vs 82.14±6.68, t=4.117, P<0.001). The excellent rate of case analysis ability was 81.25% (13/16) in the treatment group versus 43.75% (7/16) in the control group (χ²=4.800, P=0.028). After 1 year of follow-up, the proportion of resident physicians independently handling cases was 87.50% (14/16) in the treatment group versus 50.00% (8/16) in the control group (χ²=5.236, P=0.022). In the questionnaire survey, the scores of clinical thinking (4.42±0.54 vs 3.52±0.62), teamwork (4.51±0.44 vs 3.72±0.64), knowledge expansion (4.55±0.40 vs 3.75±0.68), learning interest (4.51±0.44 vs 3.61±0.66), and professional identity (4.31±0.59 vs 3.41±0.72) of resident physicians in the treatment group were significantly higher than those in the control group, with statistically significant differences (t=4.377, 4.102, 4.052, 4.508, 3.892; all P＜0.001).

Compared with traditional teaching methods, monthly case discussions can effectively improve the theoretical level, clinical skills, clinical thinking, and clinical decision-making ability of resident physicians receiving standardized training in neurology residents.