Objective: To explore the application pathways and practical effectiveness of a research-oriented teaching model in residency training, providing empirical references for reforming residency training education. Methods: A total of 160 physicians who completed residency training at a general hospital from September 2021 to August 2024 were selected as the study subjects. Among them, 80 adopted a research-oriented teaching model (experimental group), and 80 adopted a traditional teaching model (control group). Clinical competency assessment scores, research output, and career development one year after graduation were compared between the two groups. Results: The experimental group demonstrated significantly higher accuracy rates in diagnosing difficult cases and adoption rates for optimization suggestions in treatment plans compared to the control group (P < 0.05). The experimental group also outperformed the control group in terms of the average number of published papers per student, the proportion of publications in core journals, participation rates in research projects, and the number of approved specialized research projects. One year after graduation, the employment rate in tertiary hospitals and the rate of continuing education in the experimental group were significantly higher than those in the control group (P < 0.05). Conclusion: The research-oriented teaching model significantly enhances clinical decision-making abilities, research literacy, and career competitiveness among residency training physicians, serving as an effective pathway to promote high-quality development in residency training.