Application of self-organised learning environments integrated with generative AI in standardised training for residents

Objective This study aimed to evaluate the effectiveness of the GAiSOLEs teaching model, which integrates Self-Organised Learning Environments (SOLEs) with Generative Artificial Intelligence (GAI), in improving teaching effectiveness, digital literacy and teaching satisfaction in the standardized training of residents. Methods A single-center, double-blind randomized controlled trial was conducted in this study. A total of 114 standardized training participants for rotating residents were enrolled and randomly divided into two groups: the intervention group (GAiSOLEs teaching model, n = 57) and the control group (traditional teaching model, n = 57). The primary outcome was the teaching effectiveness score before and after intervention. Secondary outcomes included digital literacy score and teaching satisfaction score, both evaluated by standardized scales. Data analysis was performed using χ 2 test. Paired and independent samples t -tests, Mann–Whitney U test, and hierarchical multiple linear regression. Results Post-intervention teaching effectiveness scores were significantly elevated relative to baseline levels in both the intervention and control groups (all p < 0.05). For all dimensions of teaching effectiveness, the gain scores in the intervention group were markedly higher than those in the control group, with large effect sizes observed across all metrics (theoretical knowledge test: p < 0.001, Hedges’ g = 1.0; clinical skill operation: p < 0.001, Hedges’ g = 1.87; standardized medical record writing: p < 0.001, Hedges g = 1.16; clinical thinking ability: p < 0.001, Hedges’ g = 1.21; doctor-patient communication skills: p < 0.001, Hedges’ g = 1.27). Hierarchical linear regression analysis, after adjusting for covariates including gender, educational background, professional distribution and pre-test scores, revealed that the GAiSOLE intervention (versus the control condition) was a significant positive predictor of higher scores for all five training outcomes (all p < 0.05): theoretical examination ( β = 2.329, ΔR 2 = 0.294), clinical skill operation ( β = 2.947, ΔR 2 = 0.499), standardized medical record writing ( β = 3.366, ΔR 2 = 0.331), clinical thinking ability ( β = 3.391, ΔR 2 = 0.412), and doctor-patient communication competence ( β = 3.157, ΔR 2 = 0.355). Moreover, the experimental group achieved significantly higher scores than the control group across all dimensions of digital literacy (all p < 0.05). Additionally, the group also reported significantly higher satisfaction ratings for all teaching parameters relative to the control group (all p < 0.05). Conclusion The GAiSOLE teaching model was associated with improved teaching effectiveness, digital literacy and teaching satisfaction among residents, and thus holds promising potential as a novel approach for the standardized training of residents.