TITLE:
Application of the HSEI-LBL and HSEI-RC Dual-Platform Model in Clinical Clerkship Teaching of Emergency Medicine
AUTHORS:
Haibin Wang, Wentong Zhu, Yuncheng Li, Bingbin He, Jianfei Huang, Jiahua Yang, Wenshan Zeng, Zhiwei Liu, Zhiwen Chu
KEYWORDS:
Rain Classroom, HSEI, LBL, Emergency Medicine, Clinical Teaching
JOURNAL NAME:
Open Journal of Emergency Medicine,
Vol.14 No.2,
June
29,
2026
ABSTRACT: Objective: To compare the differences in learning outcomes between the single-platform model using only HSEI-LBL (Hui Science-Education Integration with Lecture-Based Learning) and the dual-platform model HSEI-RC (Hui Science-Education Integration with Rain Classroom) during internal medicine rotations for clinical interns, and to explore the impact of Rain Classroom on the effectiveness of clinical clerkship teaching. Methods: A randomized cohort study was conducted to evaluate the 2019-grade clinical interns rotating in the emergency department at our hospital in 2024. The study compared the learning outcomes between a dual-platform teaching model (Rain Classroom APP + HSEI platform) and a dual-platform model (HSEI-LBL platform alone). Academic performance indicators, including admission and discharge examination scores, Direct Observation of Procedural Skills (DOPS), and Mini-Clinical Evaluation Exercise (Mini-CEX) scores, were analyzed. Statistical analysis was performed using SPSS software and the Ridit analysis to assess the differences between the two groups. Results: There were no statistically significant differences between the two groups regarding age, admission examination scores, or gender ratio. However, a statistically significant difference was observed in the discharge theoretical examination scores after one month of rotation (t = ?3.063, P
R
ˉ
= 0.686, 95% CI: 0.631 - 0.741). Similarly, for the Mini-CEX assessment, the HSEI-RC group scored significantly higher than the control group (
R
ˉ
= 0.707, 95% CI: 0.658 - 0.756). Conclusion: Compared with the HSEI-LBL model, the HSEI-RC model significantly improved the final theoretical examination scores, as well as the DOPS and Mini-CEX assessment scores, among interns rotating in emergency medicine. The theoretical scores, DOPS rating levels, and Mini-CEX rating levels in the latter group were all superior to those in the former. Therefore, the HSEI-RC teaching model is worthy of promotion and application in the clinical teaching of interns across other medical specialties.