Journal of Higher Education Research

Objective: To analyze the effect of applying the debate-based teaching method in spine surgery education. Methods: The study period spanned from December 2021 to March 2023. Sixty-four (64) interns were selected and randomly assigned into two groups using a random number table: a control group (n=32) and an observation group (n=32). The control group received conventional teaching methods, while the observation group received the debate-based teaching method. Intergroup comparisons were made for interns' rotation exam scores, teaching efficacy, and teaching satisfaction. Results: Compared with the control group, the observation group demonstrated significantly higher rotation exam scores (P < 0.001). For all teaching efficacy evaluation indicators — enhanced spatial thinking ability, improved self-directed learning ability, increased learning efficiency, deepened understanding of clinical theory, and heightened learning interest — the observation group scored significantly higher than the control group (P < 0.001). Teaching satisfaction in the observation group was also significantly higher than in the control group (P < 0.05). Conclusion: The application of the debate-based teaching method in spine surgery education yields significant effects and substantial value. It improves interns' rotation exam scores, enhances teaching efficacy, strengthens self-directed learning ability, increases satisfaction with teaching, and deepens understanding of spine surgery knowledge. It is worthy of widespread application.