Exploration and analysis of scenario simulation teaching models in the training of advanced physicians for infectious diseases

doi:10.19871/j.cnki.xfcrbzz.2025.02.017

Abstract

Abstract: Objective The purpose of this study was to provide training on infectious disease-related knowledge to advanced physicians and explore the advantages of using a scenario simulation teaching model in clinical education. Method A total of 60 advanced physicians who came to Beijing Friendship Hospital, Capital Medical University for advanced training were selected as the research subjects. These participants were randomly divided into a control group and a scenario simulation teaching group. The study focused on malaria, specifically imported malaria cases. The control group received conventional teaching and the scenario simulation teaching group underwent scenario simulation teaching．After completing the teaching sessions, participants were evaluated through both theoretical and practical exams. A survey was conducted to assess their learning experience and effectiveness. Result The scenario simulation group outperformed the control group in both theoretical and practical exams (P<0.05). Participants in the scenario simulation group reported higher interest, better understanding, greater participation, and greater satisfaction with their learning experience compared to the control group (statistically significant with P<0.05). Conclusion The scenario simulation teaching model is a more effective medical education method, which can alleviate the disconnection between the teaching content of infectious diseases and clinical practice, cultivate the clinical thinking of physicians, and improve the ability of doctor-patient communication.

Key words: Infectious diseases, Imported malaria, Scenario simulation, Teaching mode

CLC Number:

Li Xiaoli, Zou Yang. Exploration and analysis of scenario simulation teaching models in the training of advanced physicians for infectious diseases[J]. Electronic Journal of Emerging Infectious Diseases, 2025, 10(2): 100-104.

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