Objective

2

To investigate the application effects of a teaching method based on transformative learning theory combined with the Simbionix simulation system in cardiac ultrasound simulation training.

Methods

2

A total of 112 trainees who participated in ultrasound medicine training at Nanjing Drum Tower Hospital

The Affiliated Hospital of Nanjing University Medical School

from January to December 2024 were selected as the study subjects. They were divided into a control group (

n

=56) and an experimental group (

n

=56) according to the order of training participation. The control group received traditional teacher-centered instruction

while the experimental group received the teaching method based on transformative learning theory combined with the Simbionix simulation system. After the training

the theoretical assessment scores

practical assessment scores

learning burnout status

and critical thinking tendencies of the two groups were compared. Independent samples

t

-tests and chi-square tests were conducted using SPSS 27.0.

Results

2

The total practical assessment score of the experimental group (127.69±6.18) was higher than that of the control group (105.04±5.66). The experimental group outperformed the control group in all five dimensions

i.e.

equipment and probe operation

standard plane acquisition and optimization

measurement and calculation accuracy

disease identification and diagnostic reasoning

and clinical communication and teamwork. In the theoretical assessment

the total score of the experimental group (90.26±5.12) was higher than that of the control group (80.81±5.37)

with significant advantages observed in the dimensions of measurement and calculation

dise

ase diagnosis and imaging interpretation

and clinical thinking and decision-making (all

P

<

0.001). However

no statistically significant differences were observed between the two groups in the dimensions of basic theory and anatomy and plane recognition (all

P

>

0.05). Additionally

the total score of the experimental group (18.91±3.14) for the core dimensions of learning burnout (depression

low sense of achievement

and inappropriate behavior) was lower than that of the control group (22.20±3.18)

and the experimental group performed better in the perceived support dimension (

P

<

0.001). In terms of critical thinking

the total score of the experimental group (302.93±13.85) was higher than that of the control group (275.60±12.09)

with significant improvements in the five dimensions of analytical ability

open-mindedness

cognitive maturity

confidence in critical thinking

and curiosity. However

no statistically significant differences were observed between the two groups in the dimensions of truth-seeking and systematic ability.

Conclusions

2

The teaching method based on transformative learning theory combined with the Simbionix simulation system can effectively enhance the practical operation skills

clinical thinking abilities

and critical thinking levels of cardiac ultrasound trainees while reducing learning burnout. This approach demonstrates superior teaching effectiveness compared to traditional methods and holds significant application value.