Author(s)

Dongmei Xiang ¹, Xuemeng Chen ¹, Wenya Chen ¹, Jing Sui ¹, Xianjie Zhang ¹, Leqiang Xia ¹

Affiliation(s)

¹ Department of Anesthesiology, Deyang People's Hospital, Deyang, Sichuan, 618000, China

Corresponding Author

Dongmei Xiang

ABSTRACT

As anesthesiology clinical education increasingly requires teaching models that integrate theoretical instruction with practical and professional development, the Three-Completeness, Four-Integration, and Five-Education preceptorship model (3-4-5 educational model) warrants systematic evaluation. To this end, forty anesthesiology trainees at Deyang People's Hospital were randomly allocated to a control group or an observation group (n = 20 each); the control group received conventional clinical teaching, while the observation group received instruction based on the 3-4-5 educational model. After training, theoretical knowledge, procedural skills, comprehensive clinical competence, and teaching satisfaction were compared. The observation group scored significantly higher than the control group in theoretical knowledge (91.58 ± 2.89 vs. 82.36 ± 3.25) and procedural skills (92.17 ± 2.95 vs. 81.52 ± 3.61; both P < 0.05), and also showed significantly greater comprehensive competence (P < 0.05). Teaching satisfaction was 100.00% in the observation group versus 70.00% in the control group (P < 0.05). These findings support the 3-4-5 educational model as an effective approach for improving theoretical mastery, practical performance, comprehensive clinical competence, and teaching satisfaction among anesthesiology trainees, and suggest that it offers a promising framework for advancing anesthesiology clinical education.

KEYWORDS

Three-Completeness; Four-Integration; Five-Education Model; Clinical Anesthesiology Education; Instructional Effectiveness

CITE THIS PAPER

Dongmei Xiang, Xuemeng Chen, Wenya Chen, Jing Sui, Xianjie Zhang, Leqiang Xia. Development and Implementation of the Three-Completeness, Four-Integration, and Five-Education Model in Clinical Anesthesiology Education. Advances in Educational Technology and Psychology (2026). Vol. 10, No. 4, 11-17. DOI: http://dx.doi.org/10.23977/aetp.2026.100402.

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