Trial reportJMIR medical education2025
A Large-Scale Multispecialty Evaluation of Web-Based Simulation in Medical Microbiology Laboratory Education: Randomized Controlled Trial.
Trial report in JMIR medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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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.
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Who cites it
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Authors and funding
11 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Traditional laboratory teaching of pathogenic cocci faces challenges in biosafety and standardization across medical specialties. While virtual simulation shows promise, evidence from large-scale, multidisciplinary studies remains limited. Objective: The study aims to evaluate the effectiveness of integrating virtual simulation with traditional laboratory practice in enhancing medical microbiology education, focusing on the identification of biosafety level 2 pathogenic cocci. The study assessed improvements in student performance, theoretical understanding, laboratory safety, and overall satisfaction, while achieving standardization and cost reduction across multiple medical specialties. Methods: This randomized controlled trial involved 1282 medical students from 9 specialties. The experimental group (n=653) received virtual simulation training-featuring interactivity and intelligent feedback-prior to traditional laboratory practice, while the control group (n=629) did not receive such training. Our virtual system focused on biosafety level 2 pathogenic cocci identification with dynamic specimen generation. Results: The experimental group showed significantly improved performance across specialties (P<.05 for each specialty), particularly in clinical medicine, in which the experimental group score was 89.88 (SD 13.09) and the control group score was 68.34 (SD 17.23; P<.001). The students reported that virtual simulation enhanced their theoretical understanding (1268/1282, 98.9%) and laboratory safety (1164/1282, 90.8%) while helping them achieve standardization (790/1282, 61.6%,) and cost reduction (957/1282, 74.6%). Overall student satisfaction reached 97.2% (1246/1282), with distinct learning patterns observed across specialties. The test scores were significantly higher in the experimental group, with a mean of 80.82 (SD 17.10), compared to the control group, with a mean of 67.45 (SD 16.81). Conclusions: This large-scale study demonstrates that integrating virtual simulation with traditional methods effectively enhances medical microbiology education, providing a standardized, safe, and cost-effective approach for teaching high-risk pathogenic experiments.
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