Objectives This study aimed to design and evaluate a competency-based education (CBE)-oriented modular training model for radiology residents, emphasizing interdisciplinary integration and disease-focused instruction to enhance clinical competence. Materials and methods This prospective controlled study included 75 radiology residents enrolled in standardized training from September 2020 to July 2024. A CBE-oriented modular training model was developed, structured around approximately 27 radiologic subspecialties and incorporating interdisciplinary instruction, clinical team rotations, and image post-processing skill training. The participants were assigned to either the experimental group (CBE training) or the control group (traditional training). Teaching effectiveness was evaluated by comparing theoretical and practical exam scores via statistical analysis. Results Overall, there were no significant differences in theoretical (83.26 ± 6.99 vs 81.76 ± 7.54; p > 0.05) or practical scores (86.79 ± 8.90 vs 84.91 ± 10.71; p > 0.05) between the two groups. However, subgroup analysis revealed that, among residents in the non-graduate subgroup, the experimental group achieved significantly higher theoretical (p = 0.0179) and practical scores (p = 0.028) than the control group. No significant differences were observed in the enrolled-graduate subgroup (p > 0.05). Conclusions The competency-based modular training model significantly improved clinical competence among residents in the non-graduate subgroup but showed less additional benefit in the enrolled-graduate subgroup. This study offers insights for advancing radiology residency training reform. Critical relevance statement The distinct effectiveness of this approach was particularly beneficial for trainees with diverse educational backgrounds. This training model enhances residents’ clinical competence and research capabilities and provides insights for global radiology education reform, aligning training paradigms with evolving clinical and technological advancements. Key Points <UnorderedList Mark="Bullet"> <ItemContent> A CBE-oriented modular training model for radiology residents was developed, integrating interdisciplinary learning, team-based clinical training, and image post-processing instruction. </ItemContent> <ItemContent> Although no overall difference in examination scores was observed between the two groups, residents in the non-graduate subgroup achieved significantly better theoretical and practical scores under the CBE model. </ItemContent> </UnorderedList> Graphical Abstract

Innovative competency-based education approach to radiology residency: integrating modular training in clinical practice and research

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2026年6月25日

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Shang Wan,
Lei Ye,
Xibiao Yang,
Zhengyan Li,
Na Hu,
Bin Song,
Ningna Fan,
Xijiao Liu,
Zixing Huang

摘要

Objectives

This study aimed to design and evaluate a competency-based education (CBE)-oriented modular training model for radiology residents, emphasizing interdisciplinary integration and disease-focused instruction to enhance clinical competence.

Materials and methods

This prospective controlled study included 75 radiology residents enrolled in standardized training from September 2020 to July 2024. A CBE-oriented modular training model was developed, structured around approximately 27 radiologic subspecialties and incorporating interdisciplinary instruction, clinical team rotations, and image post-processing skill training. The participants were assigned to either the experimental group (CBE training) or the control group (traditional training). Teaching effectiveness was evaluated by comparing theoretical and practical exam scores via statistical analysis.

Results

Overall, there were no significant differences in theoretical (83.26 ± 6.99 vs 81.76 ± 7.54; p > 0.05) or practical scores (86.79 ± 8.90 vs 84.91 ± 10.71; p > 0.05) between the two groups. However, subgroup analysis revealed that, among residents in the non-graduate subgroup, the experimental group achieved significantly higher theoretical (p = 0.0179) and practical scores (p = 0.028) than the control group. No significant differences were observed in the enrolled-graduate subgroup (p > 0.05).

Conclusions

The competency-based modular training model significantly improved clinical competence among residents in the non-graduate subgroup but showed less additional benefit in the enrolled-graduate subgroup. This study offers insights for advancing radiology residency training reform.

Critical relevance statement

The distinct effectiveness of this approach was particularly beneficial for trainees with diverse educational backgrounds. This training model enhances residents’ clinical competence and research capabilities and provides insights for global radiology education reform, aligning training paradigms with evolving clinical and technological advancements.

Key Points

A CBE-oriented modular training model for radiology residents was developed, integrating interdisciplinary learning, team-based clinical training, and image post-processing instruction.

Although no overall difference in examination scores was observed between the two groups, residents in the non-graduate subgroup achieved significantly better theoretical and practical scores under the CBE model.

Graphical Abstract