# The 7E Teaching Model in Emergency Obstetrics and Gynecology Training: Enhancing Clinical Competency in Residency Education

## TL;DR

An 8-week training program using the 7E teaching model improved emergency OBGYN skills and satisfaction among first-year residents compared to traditional training.

## Contribution

Demonstrates the effectiveness of the 7E teaching model in enhancing emergency OBGYN competencies in residency education.

## Key findings

- Residents in the 7E cohort reported significantly higher satisfaction compared to the control group.
- The 7E group showed better written exam scores, OSCE performance, and faster skill improvement.
- Higher compliance with emergency process indicators and fewer severe complications were observed in the 7E group.

## Abstract

To evaluate whether an 8‐week curriculum structured by the 7E teaching model is associated with improved emergency obstetrics and gynecology (OBGYN) competencies among first‐year residents.

We conducted a prospective, single‐center, quasiexperimental consecutive‐cohort study at the Shengjing Hospital of China Medical University (September 2022–September 2024). Consecutive training‐year cohorts were compared: the 2022 cohort received traditional training (control, n = 32), and the 2023 cohort received the 7E‐based program (intervention, n = 31; elicit–engage–explore–explain–elaborate–evaluate–extend). Outcomes were mapped to Kirkpatrick’s four‐level model (reaction, learning, behavior, and results) and included satisfaction, written examination scores, OSCE performance, Mini‐CEX trajectories, and selected patient safety/process indicators.

Compared with the control group, residents in the 7E cohort reported higher satisfaction (35.10 ± 1.30 vs. 23.22 ± 1.84, p < 0.001; Cronbach’s α = 0.905), achieved higher written examination scores (71.23 ± 4.25 vs. 63.88 ± 5.71, p < 0.001), and demonstrated a higher OSCE excellence rate (80.65% vs. 15.63%, p < 0.001). Compliance with prespecified “golden‐hour” emergency process indicators was higher in the 7E cohort (87.09% vs. 59.38%, p = 0.025). Mini‐CEX trajectories showed a significant group × time interaction (β = −1.48 per week, 95% CI −1.75 to −1.21, p < 0.001), indicating faster skill improvement in the 7E cohort. Adherence to “golden‐hour” emergency process indicators was higher (87.09% vs. 59.38%, p = 0.025). Severe complications occurred in 1/31 (3.23%) versus 6/32 (18.75%), corresponding to a risk ratio = 0.17 (score‐based 95% CI 0.03–1.01; Fisher’s exact p = 0.104).

The 7E‐structured curriculum was associated with improved satisfaction and performance across multiple competency domains. The 7E model shows promise as a structured paradigm for competency‐based emergency OBGYN education, although causal inferences are limited by the nonrandomized design and single‐institution context.