Integrated hematology rotation teaching with a penalty-free competition: a prospective exploratory study of trainee outcomes
Year: 2026
Type: article
Study design: Clinical Trial
Abstract: Short specialty rotations require efficient teaching strategies that support knowledge consolidation while avoiding unnecessary assessment pressure. We explored changes in knowledge and perceived teaching quality during a 2-week hematology rotation using an integrated teaching package that combined ward-round teaching, mini-lectures, case-based and problem-based discussion, and a penalty-free rapid-fire competition. Sixty trainees participated, including 30 interns and 30 standardized residency trainees. Standardized residency trainees showed significant improvement in knowledge scores (74.47 +/- 7.99 to 92.80 +/- 5.19, p < 0.001) and total Student Evaluation of Educational Quality scores (112.47 +/- 8.71 to 122.63 +/- 6.92, p < 0.001), with gains across seven domains. Interns showed no significant change in knowledge or teaching evaluation scores. Regression analysis found a greater increase in the organization/clarity domain among male standardized residency trainees than among female standardized residency trainees. These preliminary findings suggest that the integrated package was associated with better short-term outcomes among learners with clinical foundations, whereas interns may need stronger scaffolding before competition-based activities are effective. The design cannot isolate the independent contribution of the competition component.
Source: BMC Research Notes
Language: English
Field: Medicine
Domain: Health Sciences
Open Access status: gold
Estimated APC paid: $1,690
OpenAlex ID: W7204264853
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