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Method Article
This randomized controlled trial evaluated multi-scenario simulation teaching in infectious disease education among 121 medical and nursing students. Compared with traditional teaching, simulation improved OSCE performance, compliance with critical actions, clinical reasoning, teamwork, and procedural safety. The approach effectively bridged theory and practice under biosafety constraints and enhanced training outcomes.
This prospective randomized controlled trial evaluated the effectiveness of multi-scenario simulation teaching in improving practical competence among medical and nursing students during infectious disease training. A total of 121 students were randomly assigned to a simulation group (n = 60) or a traditional teaching group (n = 61). The simulation curriculum covered key clinical workflows, including triage, isolation, specimen collection, infection prevention, antimicrobial stewardship, and occupational exposure management. Primary outcomes were post-intervention Objective Structured Clinical Examination (OSCE) scores and critical action compliance rates. Secondary outcomes included clinical reasoning, teamwork and communication skills, learner satisfaction, self-efficacy, engagement, and cognitive load. Compared with the control group, the simulation group achieved significantly higher OSCE scores (mean difference 8.1; 95% CI, 5.4–10.9; Cohen's d = 1.14; P < 0.001) and critical action compliance rates (10.5% higher; 95% CI, 7.3–13.6; Cohen's d = 1.23; P < 0.001). The simulation group also demonstrated improved teamwork, greater satisfaction and self-efficacy, and lower cognitive load. These findings indicate that multi-scenario simulation teaching enhances practical competence, safety-critical performance, and learning experiences in infectious disease education.
As a specialized branch of clinical medicine, the teaching process for infectious diseases has long been restricted by two factors: public health safety and medical quality1,2. In current clinical teaching practice, the high pathogenicity of infectious diseases and strict biosafety regulations have naturally formed an obstacle that limits medical students' in-depth hands-on practice in front-line isolation wards to a large extent. With the continuous improvement of global infection control standards, the traditional bedside teaching model has become increasingly difficult to meet the requirements for obser....
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All procedures involving human participants were conducted in accordance with the ethical standards of the Institutional Review Board of the Affiliated Hospital of North Sichuan Medical College and the principles of the Declaration of Helsinki. The study protocol was approved by the Institutional Review Board of the Affiliated Hospital of North Sichuan Medical College (Approval No. 2025ER538-1). Written informed consent was obtained from all participants prior to enrollment.
1. Participant recruitment and screening
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Baseline characteristics
A total of 121 participants were included in the study, comprising 60 students in the multi-scenario simulation group and 61 in the control group. Baseline demographic characteristics and learning experiences were comparable between the two groups. Age distribution, gender composition, training type, training stage, and specialty distribution were similar across groups. The proportions of senior undergraduate students and junior residents were also comparable. No significant .......
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Through a prospective randomized controlled trial, this study demonstrated that multi-scenario simulation teaching is significantly more effective than traditional teaching for the practice education of infectious diseases20,21. The intervention group achieved considerable gains in OSCE total scores, compliance with essential steps, triage risk stratification, isolation decision-making, specimen collection, hand hygiene, and protective equipment donning and doffi.......
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The authors explicitly report no conflicts of interest. Furthermore, the authors categorically declare that no artificial intelligence algorithms or AI-assisted generative technologies were utilized in the creation, rendering, or conceptualization of any figures, visual illustrations, simulation interfaces, or workflow diagrams presented within this manuscript.
This study was supported by the Project of Sichuan Research Center for Grassroots Health Development (Grant No. SWFZ23-Y-41: Research on Problems and Countermeasures in Infectious Disease Prevention and Control Education for College Students in Nanchong City). The authors strictly acknowledge the faculty and students at the Affiliated Hospital of North Sichuan Medical College for their cooperation and participation in the simulation training and assessment process.
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| Name | Company | Catalog Number | Comments |
|---|---|---|---|
| High-fidelity Simulation System | Simulation Center, Affiliated Hospital of North Sichuan Medical College | Model-specific | Multi-scenario infectious disease simulation training |
| OSCE Checklist & Scoring Forms | Research Team | Standardized protocol | Objective assessment of clinical skills and critical actions |
| Questionnaire Survey Forms | Research Team | Validated scales | Evaluation of learner satisfaction, self-efficacy and cognitive load |
| Statistical Software (SPSS) | IBM Corp. | Version 26.0 | Statistical analysis of outcome data |