Application of Scenario Simulation Teaching + SPOC + TBL Model Based on the ADDIE Model in the Teaching of Professional Master’s Degree Students

¹ Department of Critical Care Medicine, The Affiliated Jiangning Hospital of Nanjing Medical University, Nanjing 211000, Jiangsu, China; Clinical Medical College, Kangda College of Nanjing Medical University, Lianyungang 222000, Jiangsu, China,

² Department of Science and Education, The Affiliated Jiangning Hospital of Nanjing Medical University, Nanjing 211000, Jiangsu, China; Clinical Medical College, Kangda College of Nanjing Medical University, Lianyungang 222000, Jiangsu, China,

³ Department of Cardiothoracic Surgery, The Affiliated Jiangning Hospital of Nanjing Medical University, Nanjing 211000, Jiangsu, China; Clinical Medical College, Kangda College of Nanjing Medical University, Lianyungang 222000, Jiangsu, China,

erd 2026 , 8(3), 117–123; https://doi.org/10.26689/erd.v8i3.14504

© 2026 by the Authors. Licensee Whioce Publishing, Singapore. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution 4.0 International License ( https://creativecommons.org/licenses/by/4.0/ )

Abstract

Objective: This study aims to construct an integrated teaching model combining scenario-based simulation teaching, Small Private Online Courses (SPOC), and Team-Based Learning (TBL) based on the ADDIE Instructional System Design Model, evaluate its application in clinical teaching for professional master’s students, and provide practical evidence for the reform and optimization of clinical teaching models for professional master’s students. Methods: A total of 32 professional master’s students enrolled from January 2024 to December 2024 were selected for this study. They were divided into two groups based on different teaching models: the control group (16 students) received traditional teaching methods, while the observation group (16 students) adopted the scenario-based simulation teaching + SPOC + TBL model based on the ADDIE model. Both groups underwent 8 weeks of continuous teaching. Assessment scores, comprehensive abilities, and teaching satisfaction were statistically compared between the two groups. Results: The observation group achieved higher assessment scores (professional theoretical knowledge and clinical practical skills) than the control group. After teaching, the observation group scored higher in clinical thinking, problem analysis, and problem-solving abilities compared to the control group. Additionally, the observation group reported higher teaching satisfaction scores than the control group, with all differences being statistically significant (P < 0.05). Conclusion: The integrated teaching model combining scenario-based simulation teaching, SPOC, and TBL based on the ADDIE model significantly improves assessment scores, effectively cultivates comprehensive abilities in clinical thinking, problem analysis, and problem-solving, and enhances teaching satisfaction among professional master’s students in clinical teaching.

References

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