Triadic teaching model integrating experiential learning, reflective practice, and deliberate practice within competency-based medical education¶
Design · All designs
Evidence · 5 claims (4 for, 1 mixed) · 3 studies (2 causal, 1 review),q2–q3· 0 of 3 report an effect size · 5 claims rest on one study
Description¶
The article frames its intervention as a theory-based instructional model aligning scenario-based simulation ward rounds with video feedback under CBME. It draws on experiential learning ("actively engaging in the experience"), reflective practice ("critically examining clinical performance"), and deliberate practice ("the importance of feedback and repetition in the development of clinical skills"), forming "a continuous cycle of experience, reflection and refinement of performance". The intervention operationalizes this through role-play immersion, video-based reflection-on-action, and repeated targeted feedback.
Design Implications¶
Context¶
Requirements¶
- High-fidelity clinical scenarios with role playing
- Video recording and structured debriefing
- Repeated cycles of simulation, feedback, and refinement
Constraints¶
- The model was developed and tested in a single gastroenterology department; the authors note generalizability may be limited by the single-center design and specialty-specific cases
Target Learners¶
- residents in standardized residency training
Learning Goals¶
- holistic clinical competencies
- critical thinking
- clinical readiness
Claims¶
- Simulation Ward Rounds Video Feedback Improve Ward Round Performance [+M]
- Simulation Ward Rounds Video Feedback Improve Critical Thinking [+M]
- Simulation Ward Rounds Video Feedback Increase Teaching Satisfaction [+M]
- A competency-based multiactor emergency preparedness training curriculum improved cognitive knowledge, self-assessed skill, and scenario performance after video debriefing [+W]
- Personalised video-assisted feedback does not significantly improve theoretical knowledge scores compared to structured self-debriefing [~W]
Related Designs¶
Examples¶
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Key Sources¶
- Zhan Leilei, Liang Ruiyin, Li Yimin, Huang Nuanqin. (2026). Research on the application of scenario-based simulation ward rounds combined with video feedback method in standardized residency training of gastroenterology. BMC Medical Education. https://doi.org/10.1186/s12909-026-09434-x
Page metadata
| Field | Value |
|---|---|
type |
design |
id |
cbme-experiential-reflective-deliberate-practice-model |
title |
Triadic teaching model integrating experiential learning, reflective practice, and deliberate practice within competency-based medical education |
description |
The article frames its intervention as a theory-based instructional model aligning scenario-based simulation ward rounds with video feedback under CBME. |
status |
review |
generated |
by process:settle-candidates on 2026-11-04 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — zhan-leilei-2026 |
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