Trial reportBMC medical education2026
Effectiveness of a Radiology Assistant-based blended learning model in medical imaging internship education: a prospective randomized comparative study.
Trial report in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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
0 citing papers in PubMed.
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Corrections and comments
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundBlended learning, integrating traditional teaching with digital resources, has shown promise in medical education. The Radiology Assistant platform offers structured, case-based content that may address key limitations of conventional internship training. This study aimed to evaluate the effectiveness of a Radiology Assistant-based blended learning model in medical imaging internship education.
methodsThis prospective randomized comparative educational study enrolled 60 medical imaging interns assigned to either a blended learning group (n = 30) or a traditional group (n = 30). The intervention consisted of structured weekly Radiology Assistant–based seminars integrated with instructor-facilitated discussion.
resultsThe blended learning group demonstrated significantly higher scores in theoretical and practical exams, and total scores compared to the traditional group. Student satisfaction was also significantly higher in the blended learning group.
conclusionsA Radiology Assistant–based blended learning model was associated with improved academic performance and student satisfaction compared with traditional instruction. However, the independent contribution of the platform itself cannot be isolated from other instructional enhancements.
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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.