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Background <p>To address persistent gaps in hospital management education—including outdated theoretical instruction, insufficient competency assessment, and limited interdisciplinary training—we developed and evaluated the P-MASE pedagogy (Problem-based, Mobile, Authentic, Social, Experiential) to narrow the knowing–doing gap.</p> Methods <p>In a prospective, parallel-group randomized controlled trial, 120 undergraduates from a medical university were allocated 1:1 to the P-MASE pedagogy or traditional instruction a 16-week teaching period followed by a 4-week evaluation. The primary outcome was the closed-book examination score. Secondary outcomes included skills—Diagnosis-Related Groups (DRG) grouping accuracy, empathy in crisis statements, and departmental budgeting satisfaction; learning process—weekly platform logins, valid discussion posts, and modeled Emergency Department (ED) waiting-time reduction rate; and teaching satisfaction. A combined evaluation framework integrating data-driven metrics, simulation modeling, and Natural Language Processing (NLP) was applied. Outcome assessors were blinded to group allocation. A two-sided α of 0.05 was used.</p> Results <p>In this educational RCT, the P-MASE group had higher closed-book examination scores than the control group (88.3 ± 3.2 vs. 73.6 ± 5.8, <i>P</i> &lt; 0.001). The P-MASE group also demonstrated better performance on standardized simulation/task-based assessments and showed higher learning engagement and teaching satisfaction than the control group (all <i>P</i> &lt; 0.05).</p> Conclusions <p>P-MASE was associated with higher short-term educational outcomes in this course-based setting. Findings should be interpreted within the educational context of this course.</p> Trial registration <p>Chinese Clinical Trial Registry (ChiCTR), ChiCTR2400082568. Registered on 01 April 2024.</p>

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Reforming hospital management education with the P-MASE pedagogy: a randomized controlled trial

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月6日

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  • Yongshuo Zhang,
  • Wenbo Li,
  • Chuchen Zhang,
  • Yawei Wang,
  • Shuo Feng

摘要

Background

To address persistent gaps in hospital management education—including outdated theoretical instruction, insufficient competency assessment, and limited interdisciplinary training—we developed and evaluated the P-MASE pedagogy (Problem-based, Mobile, Authentic, Social, Experiential) to narrow the knowing–doing gap.

Methods

In a prospective, parallel-group randomized controlled trial, 120 undergraduates from a medical university were allocated 1:1 to the P-MASE pedagogy or traditional instruction a 16-week teaching period followed by a 4-week evaluation. The primary outcome was the closed-book examination score. Secondary outcomes included skills—Diagnosis-Related Groups (DRG) grouping accuracy, empathy in crisis statements, and departmental budgeting satisfaction; learning process—weekly platform logins, valid discussion posts, and modeled Emergency Department (ED) waiting-time reduction rate; and teaching satisfaction. A combined evaluation framework integrating data-driven metrics, simulation modeling, and Natural Language Processing (NLP) was applied. Outcome assessors were blinded to group allocation. A two-sided α of 0.05 was used.

Results

In this educational RCT, the P-MASE group had higher closed-book examination scores than the control group (88.3 ± 3.2 vs. 73.6 ± 5.8, P < 0.001). The P-MASE group also demonstrated better performance on standardized simulation/task-based assessments and showed higher learning engagement and teaching satisfaction than the control group (all P < 0.05).

Conclusions

P-MASE was associated with higher short-term educational outcomes in this course-based setting. Findings should be interpreted within the educational context of this course.

Trial registration

Chinese Clinical Trial Registry (ChiCTR), ChiCTR2400082568. Registered on 01 April 2024.