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<p>To evaluate the effectiveness of an interprofessional sequential simulation (ISS) teaching mode in improving theoretical knowledge, practical skills, interdisciplinary collaboration, and anxiety management among radiation oncology residents (RORs) and radiation therapists during standardized training in China.&#xa0;A prospective randomized controlled study enrolled 70 RORs and radiation therapists (35 control vs. 35 simulation group). The control group received traditional clinical training, while the simulation group underwent ISS training, integrating role-play, standardized patient interactions, and collaborative radiotherapy planning. Outcomes were assessed via theoretical/practical examinations (0–100 points), interdisciplinary competency scales (ICA and TBP), anxiety levels (GAD-7), and satisfaction surveys.&#xa0;The simulation group demonstrated superior post-training theoretical scores (90.97 ± 4.53 vs. 86.54 ± 3.99,&#xa0;<i>p</i>&#xa0;&lt; 0.0001) and practical performance (91.71 ± 4.61 vs. 87.83 ± 3.50,&#xa0;<i>p</i>&#xa0;= 0.0007) compared to the control group. Interdisciplinary collaboration scores (ICA: 43.83 ± 2.96 vs. 40.31 ± 3.38; TBP: 10.49 ± 2.03 vs. 7.94 ± 1.81,&#xa0;<i>p</i>&#xa0;&lt; 0.001) and patient satisfaction (90% vs. 75%,&#xa0;<i>p</i>&#xa0;= 0.026) were significantly higher in the simulation group. Anxiety levels decreased markedly post-intervention for residents (GAD-7: 4.83 ± 1.32 to 4.23 ± 1.37,&#xa0;<i>p</i>&#xa0;= 0.056) and patients (moderate to mild,&#xa0;<i>p</i>&#xa0;&lt; 0.05).&#xa0;The ISS model enhances RORs and radiation therapists’ clinical competency, fosters interdisciplinary teamwork, and reduces anxiety, offering a robust framework for improving radiation oncology training in resource-limited settings. Future studies should explore long-term behavioral impacts and scalability.</p>

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Application of Interprofessional Sequential Simulation Teaching Mode in Standardized Training of Radiation Oncology Residents

  • 期刊论文

  • 发表日期：

    2025年11月18日

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  • Hai-Zhen Yi,
  • Xiao guo Cai,
  • Wei Lv,
  • Jin-Jing Chen,
  • Zhan Lin

摘要

To evaluate the effectiveness of an interprofessional sequential simulation (ISS) teaching mode in improving theoretical knowledge, practical skills, interdisciplinary collaboration, and anxiety management among radiation oncology residents (RORs) and radiation therapists during standardized training in China. A prospective randomized controlled study enrolled 70 RORs and radiation therapists (35 control vs. 35 simulation group). The control group received traditional clinical training, while the simulation group underwent ISS training, integrating role-play, standardized patient interactions, and collaborative radiotherapy planning. Outcomes were assessed via theoretical/practical examinations (0–100 points), interdisciplinary competency scales (ICA and TBP), anxiety levels (GAD-7), and satisfaction surveys. The simulation group demonstrated superior post-training theoretical scores (90.97 ± 4.53 vs. 86.54 ± 3.99, p < 0.0001) and practical performance (91.71 ± 4.61 vs. 87.83 ± 3.50, p = 0.0007) compared to the control group. Interdisciplinary collaboration scores (ICA: 43.83 ± 2.96 vs. 40.31 ± 3.38; TBP: 10.49 ± 2.03 vs. 7.94 ± 1.81, p < 0.001) and patient satisfaction (90% vs. 75%, p = 0.026) were significantly higher in the simulation group. Anxiety levels decreased markedly post-intervention for residents (GAD-7: 4.83 ± 1.32 to 4.23 ± 1.37, p = 0.056) and patients (moderate to mild, p < 0.05). The ISS model enhances RORs and radiation therapists’ clinical competency, fosters interdisciplinary teamwork, and reduces anxiety, offering a robust framework for improving radiation oncology training in resource-limited settings. Future studies should explore long-term behavioral impacts and scalability.