Effectiveness of a Combined PBL-SBL Training Model for Emergency Management of Iodinated Contrast Media Allergic Reactions

Abstract

Objective: The objective of this study is to evaluate the effectiveness of a novel training model that integrates problem-based learning (PBL) and simulation-based learning (SBL) in improving the emergency response of radiology staff to iodinated contrast media (ICM) allergic reactions. Methods: A sequential exploratory mixed-methods design was employed. First, qualitative data from semi-structured interviews with nine radiology staff members (June–August 2024) were analysed using Colaizzi's method to inform the development of a contextually relevant PBL-SBL training model. Subsequently, a randomised controlled trial (September–December 2024) was conducted with 60 radiology staff (physicians, technologists and nurses), who were assigned to either an observation group (PBL-SBL training) or a control group (traditional lectures and skill demonstration). The primary outcome was emergency skills performance, assessed via a structured practical simulation. Secondary outcomes included critical thinking disposition, measured by the Critical Thinking Disposition Inventory (CTDI-CV), and training satisfaction. Results: Compared to the control group, the observation group performed significantly better in emergency procedures, medication use and teamwork (Z = −6.544 to −6.667, p < 0.05) and scored higher across all critical thinking dimensions (Z = −5.660 to −6.654, p < 0.01). They also reported higher satisfaction with teaching methods, stronger teamwork and self-directed learning, improved learning quality and greater learning interest (Z = −2.149 to −5.161, p < 0.05). Conclusion: The integrated PBL-SBL model is more effective than traditional methods in enhancing emergency skills, critical thinking and learner satisfaction, supporting its adoption for training healthcare providers in managing ICM allergies.