Application of a SPOC-based blended teaching system in full-cycle training for medical imaging interns: A randomized controlled educational intervention study

This single-center, parallel-group randomized controlled educational intervention study evaluated the short-term outcomes of an integrated, multicomponent teaching package combining a Small Private Online Course (SPOC)-based blended teaching system with full-cycle training among medical imaging interns. Sixty eligible interns undertaking clinical placements in the Department of Interventional Radiology at Deyang People's Hospital between May 2023 and May 2024 were randomly assigned in a 1:1 ratio to the experimental or control group using a random number table (30 per group). The control group received conventional clinical internship teaching, whereas the experimental group received a package comprising the SPOC platform, micro-video modules, online quizzes, face-to-face seminars, case-based learning, structured instructor feedback, and stage-specific full-cycle training. Outcomes included self-reported perceived job competency, self-directed learning ability, teaching satisfaction, and department-specific end-of-rotation examination performance. Prior academic performance and digital literacy were assessed at baseline. At the single immediate post-intervention assessment, the experimental group reported higher perceived job competency, self-directed learning ability, and teaching satisfaction and achieved higher examination scores than the control group. However, several self-reported outcomes approached the upper limits of their scales. The findings therefore indicate favorable short-term between-group differences in perceived educational outcomes and department-specific examination performance. Because all outcomes were assessed only once immediately after the intervention, the study does not establish sustained learning, long-term knowledge retention, or meaningful improvement in subsequent clinical performance. In addition, because multiple educational components were implemented concurrently, the findings reflect the overall effect of the integrated package and cannot be attributed to the SPOC platform or any single component. Faculty development outcomes were not assessed. Multicenter studies with longitudinal follow-up and institutions differing in faculty capacity, teaching resources, and digital infrastructure are needed to evaluate durability, generalizability, implementation feasibility, resource requirements, workload, cost, and scalability.