To evaluate the effectiveness of a diversified teaching model that integrates simulation-based medical education (SBME) with blended learning (B-learning) in prenatal ultrasound residency training.

Sixteen residents who participated in standardized residency training at the Fourth Affiliated Hospital, Zhejiang University School of Medicine from June to August 2025 were selected and randomly divided into an experimental group and a control group, with 8 residents in each group. The training lasted 2 months. The experimental group received the SBME combined with B-learning model, while the control group received traditional teaching. Both groups completed a baseline assessment prior to training, followed by a theoretical examination and skills assessment at the end of the training period, as well as a teaching satisfaction questionnaire. The Mann-Whitney U test was used to compare assessment scores, satisfaction scores, and learning time investment between the two groups.

There was no statistically significant difference in baseline assessment scores between the two groups [72.7 (64.77, 80.62) vs 75.7 (68.6, 82.8), P＞0.05]. After the intervention, the theoretical examination score of the experimental group was significantly higher than that of the control group [87.1 (82.9, 91.2) vs 81.3 (77.4, 85.1), U=10.00, P=0.021]. The skills assessment score of the experimental group was also significantly higher than that of the control group [91.5 (88.6, 94.3) vs 83.6 (80.5, 86.3), U=2.00, P=0.002]. The satisfaction survey indicated that the experimental group scored higher than the control group on several items (P＜0.05). However, the time spent on pre-class preparation and post-class review was also increased in the experimental group (both P＜0.05).

The integrated SBME and B-learning teaching model effectively improves residents' theoretical knowledge and practical skills in prenatal ultrasound, while also enhancing their learning experience.