Trial reportBMC medical education2024
A novel step-by-step teaching method improves training outcomes in transvaginal ultrasound for postgraduate reproductive medicine students: an exploratory randomized controlled study.
Trial report in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
4 citing papers in PubMed.
- Learning curve in evaluation of graded progressive image-model teaching in echocardiography.BMC medical education · 2025Trial
- A comparative analysis on the perceptions of Chinese dentists and dental students towards the practical course of stabilization occlusal splint fabrication.BMC medical education · 2026Article
- Undergraduate dental students' knowledge, attitudes, and satisfaction following a step-by-step course in microscopic dentistry.BMC medical education · 2025Article
- Construction of research feedback experimental teaching mode for medical undergraduate students and comparative study with traditional experimental teaching mode.BMC medical education · 2025Article
Corrections and comments
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Authors and funding
4 authors.
Funding
Abstract
backgroundTraditional methods of training in ultrasound technology make it difficult for postgraduate reproductive medicine students to rapidly develop into doctors who can perform clinical examinations independently. It is necessary to explore an efficient method for ultrasound training. The purpose of this study was to investigate whether the step-by-step (SBS) teaching improves the ultrasound diagnosis and clinical work level of reproductive medicine graduate students.
methodsA total of fifty postgraduate reproductive medicine students who participated in ultrasound room training were selected at random and divided into two groups: a traditional teaching control group and a stepwise teaching experimental group. A comparison was subsequently conducted between the two groups in terms of theoretical level, skill operation, comprehensive ability and teaching evaluation.
resultsIn terms of theory, skills, and comprehensive assessment, the experimental group exhibited superior performance compared to the control group (P < 0.05). The experimental group rated the instructors' teaching ability and methods significantly better than did the control group (P < 0.05). The experimental group's overall satisfaction with the training was better than that of the control group, but the difference was not statistically significant (P > 0.05).
conclusionsThe stepped teaching model has the potential to facilitate the acquisition of clinical ultrasound detection and diagnostic techniques by postgraduate reproductive medicine students, thereby enhancing their overall competence and satisfaction with the teaching process.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.