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.