Enhancing competency and self-directed learning in anesthesiology residency: an outcome-based education model integrating online–offline hybrid teaching and mind mapping: a randomized controlled trial

Objective While outcomes-based education (OBE) has been widely advocated for decades, its intentional integration with a hybrid (online–offline) instructional model in residency training remains underexplored. This study aimed to evaluate the effectiveness of an integrated OBE approach combined with an online–offline hybrid teaching model and mind mapping in the standardized training of anesthesiology residents. Methods Sixty anesthesiology residents undergoing standardized training were randomly divided into a control group and a study group ( n = 30 each). The control group received traditional didactic teaching, while the study group received OBE-guided instruction using a blended online–offline model supplemented by mind mapping strategies. The two groups were compared in terms of baseline characteristics, theoretical knowledge, practical skill scores, teaching satisfaction, instructor evaluations, and self-directed learning abilities. Results The study group achieved significantly higher scores in both theoretical and practical assessments compared with the control group, and independent-samples t -tests indicated that the differences were statistically significant ( t = −5.451, −6.551, p < 0.05). Trainees in the study group reported greater satisfaction with the teaching model compared with the control group, particularly in teamwork, teacher–student communication, learning enthusiasm, clinical applicability, clinical thinking ability, and overall teaching satisfaction. Chi-square tests showed statistically significant differences between the two groups (χ 2 = 5.455, 7.680, 5.192, 9.231, 4.320, 6.667; p = 0.020, 0.006, 0.023, 0.002, 0.038, 0.010). Instructors’ evaluations of the study group residents were also higher than those of the control group in basic theoretical knowledge, learning attitude, problem-solving ability, and communication skills. The excellence rates for these aspects were significantly greater in the study group (χ 2 = 5.962, 6.667, 5.455, 5.455; p = 0.015, 0.010, 0.020, 0.020). In addition, the study group performed significantly better than the control group across all dimensions and in the total score of self-directed learning ability ( t = −13.163, p < 0.001). Conclusion Incorporating outcome-based education with an online–offline hybrid teaching model and mind mapping effectively enhances the academic performance, clinical competence, and self-directed learning capabilities of anesthesiology residents. This comprehensive instructional approach holds strong potential for broader adoption in standardized medical education and residency training programs.