Application of simulation-based education in the instruction of medical students from non-radiology specialties

Abstract

Background: Competency in radiology among non-radiology medical students is crucial for enhancing the quality of clinical care. Simulation-based education (SBE) has the potential to address the limitations of tradition-based education (TBE) in teaching medical imaging to these students.

Methods: A comparative study was conducted involving 317 second-year medical students specializing in non-radiology fields (Zhejiang University of Traditional Chinese Medicine, cohort 2019-2024). Participants received standardized instruction in medical imaging theory and skills (total score = 100). Based on the teaching approach, they were divided into SBE (n = 82) and TBE (n = 235) groups. Baseline performance was assessed prior to the intervention. The SBE group received traditional lectures supplemented with simulated skills training, while the TBE group received lectures combined with conventional skills training. Post-intervention assessments evaluated theoretical knowledge and practical skills. Students rated the effectiveness of the teaching methods on a 10-point scale regarding improvements in learning interest, imaging thinking, teamwork, and communication skills. Group comparisons were performed using Pearson's chi-square tests for categorical variables (e.g., gender) and Mann-Whitney U tests for continuous variables (e.g., age, baseline scores, knowledge/skills scores, and ratings), with statistical significance set at p < 0.05.

Results: In the SBE group (n = 82; M: F = 51:31), the median age was 20 years (IQR: 20, 20). Median baseline scores were 100.00 (IQR: 99.69, 100.00), theoretical knowledge scores were 93.25 (IQR: 89.88, 96.00), and practical skills scores were 96.00 (IQR: 93.00, 97.00). Median ratings for learning interest, imaging thinking, teamwork, and communication were 8.00 (IQR: 7.00, 8.00), 8.00 (IQR: 8.00, 9.00), 8.00 (IQR: 7.00, 9.00), and 8.00 (IQR: 8.00, 9.00), respectively. In the TBE group (n = 235; M: F = 130:105), the median age was also 20 years (IQR: 20, 20). Median baseline scores were 100.00 (IQR: 98.75, 100.00), theoretical knowledge scores were 71.00 (IQR: 66.50, 74.00), and practical skills scores were 82.00 (IQR: 80.00, 84.00). Median ratings for learning interest, imaging thinking, teamwork, and communication were 5.00 (IQR: 5.00, 6.00), 5.00 (IQR: 5.00, 6.00), 4.00 (IQR: 3.00, 5.00), and 2.00 (IQR: 2.00, 3.00), respectively. Groups were comparable at baseline (gender: χ² = 1.17, p = 0.28; age: Z = -1.26, p = 0.21; baseline scores: Z = -1.12, p = 0.26). The SBE group demonstrated significantly higher post-intervention theoretical knowledge scores (Z = -13.48, p < 0.001), practical skills scores (Z = -13.50, p < 0.001), and all rated domains (learning interest: Z = -13.23; imaging thinking: Z = -13.71; teamwork: Z = -13.77; communication: Z = -13.86; all p < 0.001).

Conclusions: SBE significantly enhances the medical imaging knowledge and practical skills of non-radiology medical students compared to TBE. It also demonstrates superiority in fostering learning interest, imaging thinking, teamwork, and communication skills.

Keywords: Comprehensive ability cultivation; Medical education; Non-radiology specialty medical students; Simulation-based education.

Fig. 1

Flowchart of teaching implementation

Fig. 2

Comparison of undergraduate students’ examination scores between two teaching methods

Fig. 3

Comparison of students’ post-class feedback across different teaching method groups