Objective  To evaluate the effectiveness of applying transformative learning theory in hysteroscopy teaching and training for trainee physicians.

Methods  Trainee physicians trained at the Hysteroscopy Center, Fuxing Hospital, Capital Medical University from April 2023 to March 2025 were selected as study subjects. Those receiving training based on transformative learning theory were assigned to the experimental group, while those receiving traditional training formed the control group. Both groups received theoretical lectures and simulation training. The experimental group's curriculum incorporated additional training components based on transformative learning theory, including cognitive conflict triggered by complex cases, critical reflection, multidisciplinary discussions, surgical video comparisons, and practical validation. Teaching effectiveness was evaluated through theoretical examinations, skill assessments, and satisfaction surveys upon completion of the training.

Results  A total of 146 trainee physicians were included, with 70 in the experimental group and 76 in the control group. The experimental group demonstrated significantly higher theoretical scores (89.66±3.95 vs. 85.74±5.08, P<0.001), total skill scores (83.81±6.00 vs. 79.54±6.93, P<0.001), scores of most skill items, such as hysteroscope assembly (8.50±0.86 vs. 8.04±0.97, P=0.003), analysis and judgment of hysteroscopic findings (8.13±0.66 vs. 7.71±0.86, P=0.001), and procedural accuracy (8.39±0.77 vs. 8.07±0.82, P=0.017) compared with the control group. Overall satisfaction (8.59±0.73 vs. 7.91±0.63, P<0.001) and scores across all dimensions were significantly higher in the experimental group than in the control group.

Conclusion  The transformative learning theory promotes deep reflection and cognitive restructuring, enhancing trainee physicians' theoretical knowledge, practical skills, and independent study abilities. It holds significant value for improving the quality of hysteroscopy education.

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