Objectives To explore the efficacy of a novel teaching model based on the Monaco planning system in radiation oncology education. Methods Forty clinical undergraduate medical interns were randomized and equally divided into a control group and an experimental group. The experimental group underwent the Monaco planning system-based teaching model, while the control group received conventional clinical teaching activities. Upon completion of the internship, both groups were simultaneously assessed mini clinical evaluation exercise (Mini-CEX), direct observation of procedural skills (DOPS), and end-of-rotation theoretical and clinical skills assessment. A satisfaction survey was also conducted. The assessment scores were compared to evaluate the teaching effectiveness. Results The experimental group demonstrated significantly better scores than the control group according to the 7 core evaluation indicators of Mini-CEX, DOPS assessment results, final departmental exam performance, and satisfaction scores, with statistically significant differences ( P < .05). Conclusion The Monaco planning system-based teaching model significantly enhances clinical competency and learner satisfaction in radiation oncology education compared to traditional methods.
zou et al. (2025) studied this question.