Training Mode Research Articles

Effect of a new resistance training method on the metaboreflex in cardiac rehabilitation patients: a randomized controlled trial.

Patients with cardiac disease exhibit exaggerated sympathoexcitation, pressor, and ventilatory responses to muscle metaboreflex activation (MMA). However, the effects of cardiac rehabilitation (CR) and especially resistance training (RT) modalities on MMA are not well known. This study investigated how CR impacts MMA in such patients, specifically examining the effects of two different resistance training (RT) protocols following 12weeks of CR. In addition to endurance exercises, 32 patients were randomized into either a 3/7 RT modality (comprising 5 sets of 3-7 repetitions) or a control (CTRL) modality (involving 3 sets of 9 repetitions), with distinct inter-set rest intervals (15s for 3/7 and 60s for CTRL). MMA, gauged by blood pressure (BP) and ventilatory (Ve) responses during a handgrip exercise at 40% effort and subsequent post-exercise circulatory occlusion, demonstrated CR's significant impact. Systolic BP, initially at + 28 ± 23% pre-CR, improved to + 11 ± 15% post-CR (P = .011 time effect; P = .131 group effect). Diastolic BP showed a similar trend, from + 27 ± 23% to + 13 ± 15% (P = .099 time effect; P = .087 group effect). Ve, initially at + 60 ± 39%, reduced to + 14 ± 19% post-CR (P < .001 time effect; P = .142 group effect). Critical parameters-maximal oxygen consumption, lean mass, hand grip, and quadriceps strength-exhibited parallel increases in both 3/7 and CTRL groups (P < .05 time effect; P > .3 group effect). Ultimately, CR demonstrated comparable improvements in MMA across both RT modalities, indicating its positive influence on cardiovascular responses and physical performance in individuals with cardiac conditions.

Effectiveness of a new 3D printed simulator for mitral transcatheter edge-to-edge repair in enhancing the confidence and procedural skills of the operator

Background. Mitral transcatheter edge-to-edge repair (m-TEER) is a minimally invasive procedure for treating mitral regurgitation (MR). m-TEER is a highly technical procedure, and a steep learning curve needs to be overcome for operators to ensure optimal patient outcomes and minimise procedural complications. Training via online simulation and observation of procedures is not sufficient to establish operator confidence; thus, advanced hands-on training modalities need to be explored and developed.Methods. In this study, a novel anatomical simulator for m-TEER training was evaluated in comparison to a standard model. The proposed simulator resembled the anatomical features of the right and left atrium, left ventricle and mitral valve apparatus. Participants in the questionnaire (n = 18) were recruited across 4 centres in London with (n = 8) and without (n = 10) prior experience in m-TEER. Participants were asked to simulate procedures on both an idealised, routinely used simulator and the newly proposed anatomical model. The questionnaire was designed to assess (i) participants’ confidence before and after training and (ii) the realism of the model in the context of the m-TEER procedure. The results of the questionnaires were collected, and statistical analysis (t-test) was performed.Results. Both models were equally beneficial in increasing operator confidence before and after the simulation of the intervention (P = 0.43). However, increased confidence after training with the anatomical model was recorded (P = 0.02). Participants with prior experience with m-TEER therapy were significantly more confident about the procedure after training with the anatomical model than participants who had no prior experience (P = 0.002). On average, all participants thought that the anatomical model was effective as a training simulator (P = 0.013) and should be integrated into routine training (P = 0.015)). Participants with experience thought that the anatomical model was more effective at reproducing the m-TEER procedure than the idealised model (P = 0.03).Conclusions. This study showed how a more realistic simulator can be used to improve the effectiveness of m-TEER procedural training. Such pilot results suggest planning future and large investigations to evaluate improvements in clinical practice.

Progressive expansion for semi-supervised bi-modal salient object detection

Existing bi-modal salient object detection (SOD) methods primarily rely on fully supervised training strategies that require extensive manual annotation. Undoubtedly, extensive manual annotation is time-consuming and laborious, and the fully supervised strategy is also prone to overfitting on the training set. Therefore, we introduce a semi-supervised learning architecture (SSLA) to alleviate these problems while ensuring detection performance. Considering that the inherent training mode and concise architecture of basic SSLA will limit its ability to effectively explore the learning potential of the model, we further propose two optimization strategies, dynamic adjustment and active expansion. Specifically, we dynamically adjust the supervision scheme for unlabeled samples during training so that the model can continuously utilize the model’s gains (pseudo labels) to supervise and guide the model to further explore the unlabeled samples. Furthermore, the active expansion strategy enables the model to acquire more beneficial supervised information and focuses its attention on difficult-to-segment samples. In summary, an effective progressive expansion network (PENet) architecture for semi-supervised bi-modal SOD is proposed. Extensive experiments indicate that our PENet architecture, while effectively alleviating 90% of annotation burdens, has achieved highly competitive results in RGB-T and RGB-D tasks compared to fully supervised methods. The performance is even more pronounced during cross-dataset testing.

Exploring ESL Teachers’ Perceptions About In-Service Training To Teach Single National Curriculum In Pakistan

This study examines the effectiveness of in-service teacher training programmes in Pakistan, particularly in implementing the Single National Curriculum (SNC) 2020 for English. Employing a qualitative research design, data was collected through semi-structured interviews with Primary School Teachers (PSTs) teaching English in government schools of Punjab. As per the findings, the online mode of SNC training is found to be ineffective, with teachers expressing a preference for face-to-face training that involves practical demonstrations. Furthermore, [1]issues such as inadequate planning, lack of learning resources, and disparities between the curriculum and actual classroom conditions were highlighted. ESL teachers also reported challenges linked with the socio-economic background of students and poor infrastructure in schools, particularly in rural areas. The study highlights the need for enhanced teacher training programmes that incorporate practical, hands-on experiences and address context-specific challenges. Recommendations include conducting face-to-face training sessions, providing learning materials, recruiting competent trainers, and improving school infrastructure. The findings underscore the pivotal role of teacher training in the successful implementation of educational innovations, suggesting that ongoing and sustained professional development is necessary to facilitate teachers in applying new curricular practices effectively.

Youth Mental Health First Aid Training: Impact on the Ability to Recognize and Support Youth Needs

Youth Mental Health First Aid (YMHFA) trains individuals who regularly interact with youth to identify youth experiencing mental health challenges. Several studies demonstrate positive training impacts, but few assess whether the training equally impacts participants of different demographic and professional backgrounds or those who participate in different training modalities. Using a pre-post follow-up design with a comparison group, this study examined changes in participants’ confidence in their ability to recognize and support youth mental health needs 1 to 2 months after training. Data were collected over two years (2021–2023) from training participants (n = 480) and comparable non-participants (n = 51). The authors examined whether changes in confidence varied by participant race/ethnicity, professional role in the education or mental health fields, and training modality (online versus hybrid). Training participants’ confidence in supporting youth mental health increased significantly compared to non-participants. Although the training was effective for all participants, those with less mental health experience benefited more, consistent with previous research. While both in-person and hybrid training were effective, in-person training participants reported slightly higher confidence scores than virtual at follow-up. Study findings suggest that educational and social service organizations should offer this training to their staff and community members who interact with youth, prioritizing participants with less prior mental health training and delivering training through an in-person training modality when possible. However, additional research is needed to explore how aspects of in-person training, such as trainer characteristics and group dynamics, impact outcomes.

Using Mixed Reality to Teach Medical Students Lumbar Punctures

BackgroundGaining familiarity with bedside procedures during medical school is essential for preparing medical students for intern year. However, this is often not a core component of undergraduate medical education, and students often feel unprepared to perform bedside procedures upon graduation from medical school. Extended reality technologies have rapidly developed in the past few years, become more accessible, and show great promise in education, most recently in healthcare. We aim to show the feasibility and usability of a mixed-reality lumbar puncture simulated experience. MethodsWe created the mixed-reality simulation by filming a procedure conducted by an expert on a lumbar puncture simulator from the first-person view. We performed a study to assess the feasibility and usability of mixed-reality lumbar puncture training compared with traditional faculty-led high-fidelity mannikin-based simulation training. Fourth-year medical students were randomly selected to participate in the mixed-reality lumbar puncture training. Students watched the virtual first-person teaching via a virtual reality headset while mimicking hand movements on a lumbar puncture mannikin. Faculty taught students in the traditional high-fidelity group in small groups before practicing on the high-fidelity manikin. Students in both groups then performed the procedure entirely with performance assessed via a standardized checklist. Number of attempts to achieve a predetermined minimum passing score were recorded, and students were also surveyed regarding their experience with both simulations. ResultsFifty-nine percent of students felt comfortable using mixed reality as a training modality with less than 6% having any prior extended reality experience. More than 55% felt the mixed-reality experience was as effective as the traditional high-fidelity simulation training. Many students (72%) desired more mixed-reality opportunities. In terms of performance, 58.8% of students in the mixed-reality group vs 65.5% in the traditional group completed the checklist in 1 attempt (P = .79). ConclusionsWe demonstrate that mixed reality is an acceptable and effective modality to train health care professionals in lumbar punctures with opportunities to further enhance the immersive learning experience.

Impact of liminality and rituals on professional identity formation in physician training.

The transition from medical student to practicing physician affects the complex processes of professional identity formation and professionalism, which have a lasting effect on the physician's career development. This study explored two different transitional processes of medical students in Taiwan, the associated rituals during this transitional period (the 'liminal phase') and their effect on the formation of professional identity. Using snowball sampling, we recruited 13 medical students from two training systems: six from the traditional postgraduate year programme and seven from the accelerated postgraduate year (A-PGY) programme. Semi-structured interviews were thematically analysed to identify significant themes that encapsulated trainees' experiences. A consistent and mutually confirmed discussion ensured the identification of robust recurring themes. A comparative analysis of the two training modalities provided critical insights into the relative impact of the training dynamics. The A-PGY cohort, subjected to an altered 'incorporation' ritual, encountered an influx of unexpected symbolic social power, complicating their transformation within the liminal phase. Without a defined internship like in the PGY system, A-PGY trainees exhibited confusion and inconsistencies in professional identity formation marked by conflicting internal and external perceptions. This ambiguity affected their clinical training, social integration and overall development of professionalism. The absence of a structured, sequential liminal phase increased conflict and diminished motivation, culminating in an incomplete self-crafting journey for A-PGY trainees. This study highlights the impact of the well-sequenced implementation of rituals in liminality on professional identity formation. A good transition training programme for medical students should compass sequential rituals in the liminal phase, including clear starting and ending points, supervision by seniors, guided reflection and plenty of opportunities for observation and imitation in context. Optimal training and pivotal elements in a medical training system warrant delicate design and further research when developing and changing the structure of the training programme.

Under the Background of New Liberal Arts, the Reform of Talent Training Mode for Education Majors in Applied Undergraduate Colleges

Under the Background of New Liberal Arts, the Reform of Talent Training Mode for Education Majors in Applied Undergraduate Colleges

Uncertainty-based quantization method for stable training of binary neural networks

Binary neural networks (BNNs) have gained attention due to their computational efficiency. However, training BNNs has proven to be challenging. Existing algorithms either fail to produce stable and high-quality results or are overly complex for practical use. In this paper, we introduce a novel quantizer called UBQ (Uncertainty-based quantizer) for BNNs, which combines the advantages of existing methods, resulting in stable training and high-quality BNNs even with a low number of trainable parameters. We also propose a training method involving gradual network freezing and batch normalization replacement, facilitating a smooth transition from training mode to execution mode for BNNs. To evaluate UBQ, we conducted experiments on the MNIST and CIFAR-10 datasets and compared our method to existing algorithms. The results demonstrate that UBQ outperforms previous methods for smaller networks and achieves comparable results for larger networks.

Digital twin-driven attention-guided convolutional networks for intelligent fault diagnosis across different domains

Fault diagnosis of rolling bearings is crucial in industries to ensure the reliability, safety, and economic feasibility of mechanical systems. Conventional data-driven methods for fault diagnosis depend on pre-existing datasets containing various failure modes for training. However, obtaining such datasets can be challenging, especially in critical industrial environments, hindering the applicability of these methods across different scenarios. To address this challenge, this research introduces a novel approach called a digital twin-driven attention-guided convolutional network (DTACN) for bearing fault diagnostics with limited data. This study offers two significant enhancements: (1) Development of an intricate digital twin model for bearings, which includes multi-scale Kinetic simulations of the bearing’s operational parameters. This model utilizes the architectural characteristics of the bearing and the severity of the failure to predict the vibratory system’s response accurately; and (2) Establishment of a domain adaptation-based framework employing deep convolutional models and attention mechanism to transfer knowledge from simulated signals to real signals. This framework facilitates efficient fault recognition even in scenarios with limited prior knowledge. The effectiveness of the proposed approach has been rigorously validated through comprehensive experiments.

Comparison of online, blended and face-to-face modes for in-service discipline-specific professional development in primary science

ABSTRACT A primary science programme for in-service teachers in England from the Teacher Assessment in Primary Science (TAPS) project has run face-to-face, online and ‘blended’ (mix of both) since 2019, allowing for a comparison of modes of delivery. This preliminary study aims to consider how these different modes impacted the discipline-specific professional development, especially in terms of practical work and primary science assessment. This article considers attendance, teacher viewpoints and described impact on practice from qualitative surveys completed by course attendees. Whilst the majority of teachers in the sample said that they preferred face-to-face professional learning, many acknowledged that the online mode supported their attendance, particularly for more rural schools. When describing formative use of assessment information to support learning in science, participants quoted a similar range of practice, irrespective of training mode. This study supports the global discussion regarding continuing online professional learning, with questions raised regarding teacher agency.

Construction of Graduate Talent Training Mechanism based on Multi-Disciplinary Crossing and Integration

It is an urgent requirement for the high-quality development of universities and society to build an effective graduate talent training mechanism. The importance of building a graduate talent training mechanism based on multi-disciplinary crossing and integration is discussed. Under the background of "double first-class" construction, innovation ability has become the key to measure the quality of graduate training, and multi-disciplinary cross-training is an important way to improve this ability. To optimize the environment of interdisciplinary integration, the author puts forward some strategies, such as the integration of science and education, the cross-disciplinary training mode, the improvement of interdisciplinary course elective mechanism, the construction of the training ideological mechanism of deep integration of industry, university and research, the establishment of teaching evaluation system and the creation of the training mode of "reality teaching and learning training". At the same time, it is necessary to strengthen the construction of school-enterprise collaborative graduate training mode, including resolving the conflict of values and interest pursuit, strengthening the top-level design, and co-construction evaluation mechanism. It has a certain reference significance for the mechanism of graduate personnel training.

Practical Research on the Comprehensive Quality of School-Enterprise Joint Precision Training of Higher Vocational Pharmacy Professionals

With the deepening of China's higher vocational education reform, the innovation of talent training mode has become the key to improve the quality of education and adapt to the needs of society. Especially in the field of pharmacy, the comprehensive requirements for the quality of professional and technical personnel are increasing day by day. Centering on the precise training mode of school-enterprise cooperation, this paper conducts practical research on the comprehensive quality training of pharmacy professionals in higher vocational colleges, aiming to explore and optimize the talent training program, in order to better adapt to the diversified needs of the development of enterprises in the industry. The research adopts the method of combining quantitative data analysis with qualitative research, and many representative pharmaceutical enterprises were selected to carry out research together with five higher vocational colleges in the province. Through in-depth interviews with 100 students and 40 corporate instructors, as well as tracking the student internship and project cooperation process, multi-dimensional data including internship effectiveness, skill mastery level, job adaptability and innovative thinking ability were collected. The research results show that the precise training mode of school-enterprise cooperation has significantly improved students' professional skills and practical ability, and the employment rate of students has increased by 15% compared with the traditional mode. However, the survey also found that this model is insufficient in terms of students' independent learning ability and the depth of theoretical knowledge. To this end, the research puts forward targeted improvement measures, such as increasing case teaching, simulation experiment and enterprise internal training, to strengthen students' self-study ability and innovative thinking. The conclusions and suggestions of this study provide a reference for the school-enterprise cooperation mode in other professional fields, and have certain guiding significance and practical value for the development of local higher vocational education.

A new active rehabilitation training mode for upper limbs based on Tai Chi Pushing Hands

Robot-assisted rehabilitation is a crucial approach to restoring motor function in the limb. However, the current training trajectory lacks sufficient theoretical or practical support, and the monotony of single-mode training is a concern. Tai Chi Pushing Hands, a beneficial and effective daily exercise, has been shown to improve balance function, psychological state, and motor function of the upper extremities in patients recovering from stroke. To address these issues, we propose a new active rehabilitation training that incorporates Tai Chi Pushing Hands movements and yin-yang balance principles. The training trajectory and direction are encoded by the velocity field and consist of two processes: yang (push) and yin (return). During yang, the limb actively pushes the robot to move, while during yin, the limb actively follows the robot’s movement. To provide necessary assistance, an admittance controller with self-adaptive parameters is designed. In addition, we introduce two indexes, the ‘Intention Angle’ (ϖ) and the time ratio (Γ), to evaluate motion perception performance. Our experiment was conducted on a 4-degree-of-freedom upper limb rehabilitation robot platform, and the subjects were separated into a familiar group and an unfamiliar group. The experiment results show that the training could be completed well no matter whether the subject is familiar with Tai Chi Pushing Hands or not. The parameters and the movement of the robot can be adjusted based on the interactive force to adapt to the ability of the subject.

Exploration of Innovative Teaching Paths in the Classroom of “The Outline of Modern and Contemporary Chinese History”

The purpose of “The Outline of Modern and Contemporary Chinese History” is to help college students grasp the entire process of historical development, summarize experiences correctly, understand the national history and conditions, deeply understand why history and the people made the “four choices,” and stimulate their patriotism, national pride and self-confidence. This article is based on the reform of multimedia teaching methods and carries out the construction of the “Outline” course from six dimensions: improving teaching methods, strengthening teaching material construction, improving online teaching, extracurricular training mode, strengthening teacher team construction and reforming the examination system. Efforts are made to build this course into a high-quality course, making it a course that college students truly love and benefit from.

Variations, effectiveness and its associated factors of a nationwide web-based hypertension management training project in China: insights from a government-led campaign for 1.2 million lay health workers.

To evaluate the effectiveness of a large-scale, web-based, in-service hypertension management training project among lay health workers (LHWs) at primary care health (PHC) settings in China, and to examine the factors contributing to the variations of effectiveness. We used data from a web-based national hypertension management training project implemented in 2018, it was designed to facilitate LHWs to learn, understand, and apply the relevant knowledge and skills in hypertension management through providing training courses by use of the web-based platform with unified standards. All LHWs were required to participate in the exams before and after training to acquire scores for the use of evaluating their performance of hypertension management knowledge. We first used descriptive analysis to present the variations of effectiveness in hypertension management knowledge among LHWs by important subgroups. Afterwards, we used multilevel logistic regression to examine the individual and regional factors contributing to the variations and quantify the magnitude of how these factors affected training effectiveness. There were 1,208,610 LHWs who completed training and were certificated. Nationally, the scores of LHWs increased significantly from 62.87 ± 21.14 out of 100 in the pre-test to 88.30 ± 11.31 in the post-test by 25.43 (95% confidence interval [CI]: 25.40-25.47). Training contents involved in antihypertensive medication showed the lowest score (54.36) in the pre-test and soared the most after training, up to 84.22 by 54.94%. Individual factors associated with disparities in the knowledge of hypertension management decreased substantially after training, which included sex, age, education, practice type, professional level, and hierarchy of working institutions. Geographical variations were shown at the provincial level, with the majority of them being explained by factors at the regional level. Accessible web-based training modality, government efforts, accompanied with experiences derived from the training, could be generalized to other low- and middle-income countries in facilitating the hypertension management capacity of LHWs. Localization and evaluation is warranted on the way to its further application.

An Original Remote Digital Serious Game for Neonatal Resuscitation Training: New Opportunities from COVID-19 Era.

Background: The social restrictions imposed by the COVID-19 pandemic have disrupted traditional teaching methods and encouraged the development of innovative and safer approaches based on distance learning. Among these novel techniques, digital game-based learning (DGBL) is a method that facilitates learning through the efficient use of interactive software tailored to the user. Methods: In this work, we investigated the effectiveness of the DGBL methodology for remote training using a game-based digital learning software designed about remote neonatal resuscitation. The DGBL approach was validated in 52 anesthesiologist trainees and compared to a homogenous retrospective control group of pediatric trainees with the same prior knowledge, who followed an in-person training course using the digital serious game. Scores obtained during each game session are recorded and used to assess progress in knowledge of the flowchart, decision time, timing of assisted ventilation, and ability to check equipment. Results: The results confirmed the effectiveness of the remote training mode for each of the analyzed features, whereas no statistically significant advantages of using a supervised DGBL were found. Conclusion: In conclusion, the DGBL remote training approach is a valuable tool that can provide users with an interactive, effective, and enjoyable learning experience. Future developments will concern the implementation of multiplayer versions to stimulate interaction between users for the development of inter-professional and teamwork skills.

Effects of Direct Aging Heat Treatments on the Superelasticity of Nitinol Produced via Laser Powder Bed Fusion

This work investigates the effects of short-time direct aging heat treatments on the mechanical properties and microstructure of additively manufactured Nitinol (NiTi) alloy. Cylindrical samples were produced through laser powder bed fusion (L-PBF), directly aged at different temperatures and compared to the solution annealed and aged conditions. Compression tests were carried out at room temperature both in cyclic mode at constant strain and incremental cyclic mode, to provide a comprehensive analysis on the superelastic features of NiTi after direct aging heat treatments. Furthermore, cyclic compression tests were performed at 37 °C to evaluate the superelastic effect at the body temperature and, therefore, the possibility to use these treatments for biomedical components. The effects of direct aging on the microstructure were characterized using transmission electron microscopy (TEM). High cyclic stability and superelastic recovery up to 10 pct of deformation emerged for the direct aged alloys. The comparable results obtained with and without the solution treatment points out that this step was not necessary in reaching superelasticity, proving the effectiveness of direct aging.

Using structural equation modeling to investigate students’ satisfaction with an undergraduate tutorial system

BackgroundThe undergraduate tutorial system (UTS) is a crucial measure in China for adhering to the principle of prioritizing foundational education, innovating the undergraduate talent training mode, and building a powerful country of higher education. This study investigated undergraduate students’ satisfaction with UTS and the influencing factors, aiming to promote the healthy and sustainable development of UTS and provide practical implications and suggestions for universities.MethodsBased on relevant theories, we conducted a survey study and leveraged structural equation modeling to assess students’ satisfaction with UTS and explore the influencing factors.ResultsOur Pearson correlation analysis showed that students’ satisfaction with mentors was positively correlated with dimensions such as humanistic care (r = 0.844, P < 0.05), mentor assistance (r = 0.906, P < 0.05), and mentor-student communication (r = 0.908, P < 0.05). Path analysis showed that mentor-student communication (β = 0.486, P < 0.01), mentor assistance (β = 0.228, P < 0.05), humanistic care (β = 0.105, P < 0.05) were positive factors affecting students’ satisfaction with mentors, while satisfaction with mentors (β = 0.923, P < 0.01) had a positive impact on students’ satisfaction with UTS. Students’ satisfaction with mentors explained 73.4% of the variation in students’ satisfaction with UTS, indicating that satisfaction with mentors was an important intermediary variable of UTS students.ConclusionThe sustainable implementation of UTS requires the effort to improve student satisfaction, and the breakthrough of strengthening the targeted mentorship in “transmitting wisdom, imparting knowledge, and resolving doubts” for students. Efforts should also be devoted to fostering students’ comprehensive skills and better serving the cultivation of talents in the new era.

Faculty standardized patients versus traditional teaching method to improve clinical competence among traditional Chinese medicine students: a prospective randomized controlled trial

BackgroundStandardized patients (SPs) simulation training models have been widely used in various fields, the study of using SPs in Traditional Chinese medicine (TCM) is still a new filed. Previous studies have demonstrated the effectiveness of occupational SP for TCM (OSP-TCM), which has an increasingly problem of high time and financial costs. The faculty SPs for TCM (FSP-TCM) simulation training model may provide a better alternative. This study aims to test and determine whether FSP-TCM simulations are more cost-effective than OSP-TCM and traditional educational models to improve the clinical competence of TCM students.MethodsThis study was a single-blind, prospective, randomized controlled trial conducted between February 2023 and October 2023. The participants were randomized into FSP-TCM group, OSP-TCM group and traditionally taught group (TT group) in the ratio of 1:1:1. The duration of this training program was 12 weeks (36 credit hours). Formative and summative assessments were integrated to evaluate the effectiveness of teaching and learning. Three distinct questionnaires were utilized to collect feedback from students, SPs, and teachers at the conclusion of the course. Additionally, analysis of cost comparisons between OSP-TCM and FSP-TCM were performed in the study.ResultsThe study comprised a total of 90 students, with no dropouts during the research. In the formative evaluation, students assigned to both the FSP-TCM and OSP-TCM groups demonstrated higher overall scores compared to those in the TT group. Notably, their performance in “physical examination” (Pa = 0.01, Pb = 0.04, Pc = 0.93) and “comprehensive ability” (Pa = 0.01, Pb = 0.006, Pc = 0.96) significantly exceeded that of the TT group. In the summary evaluation, both SP-TCM groups students outperforms TT group in the online systematic knowledge test (Pa = 0.019, Pb = 0.04, Pc = 0.97), the application of TCM technology (Pa = 0.01, Pb = 0.03, Pc = 0.93) and real-time assessment (Pa= 0.003, Pb = 0.01, Pc = 0.93). The feedback questionnaire demonstrated that both SP-TCM groups showed higher levels of agreement for this course in “satisfaction with the course” (Pa = 0.03; Pb = 0.02) and “enhanced TCM clinical skills” (Pa = 0.02; Pb = 0.03) than TT group. The SP questionnaire showed that more FSPs than OSPs in “provided professional feedback” (FSPs: strongly agree 30%, agree 50% vs. OSPs: strongly agree 20%, agree 40%. P = 0.69), and in “gave hints” during the course (FSPs: strongly agree 10%, agree 30% vs. OSPs: strongly agree 0%, agree 10%. P = 0.42). It is noteworthy that FSP-TCM was significantly lower than the OSP-TCM in overall expense (FSP-TCM $7590.00 vs. OSP-TCM $17415.60), and teachers have a positive attitude towards the FSP-TCM.ConclusionFSP-TCM training mode showed greater effectiveness than traditional teaching method in improving clinical competence among TCM students. It was feasible, practical, and cost-effective, and may serve as an alternative method to OSP-TCM simulation.