Effectiveness of a Radiology Assistant–based blended learning model in medical imaging internship education: a prospective randomized comparative study

Abstract Background Blended learning, integrating traditional teaching with digital resources, has shown promise in medical education. The Radiology Assistant platform offers structured, case-based content that may address key limitations of conventional internship training. This study aimed to evaluate the effectiveness of a Radiology Assistant-based blended learning model in medical imaging internship education. Methods This prospective randomized comparative educational study enrolled 60 medical imaging interns assigned to either a blended learning group (n = 30) or a traditional group (n = 30). The intervention consisted of structured weekly Radiology Assistant–based seminars integrated with instructor-facilitated discussion. Results The blended learning group demonstrated significantly higher scores in theoretical and practical exams, and total scores compared to the traditional group. Student satisfaction was also significantly higher in the blended learning group. Conclusions A Radiology Assistant–based blended learning model was associated with improved academic performance and student satisfaction compared with traditional instruction. However, the independent contribution of the platform itself cannot be isolated from other instructional enhancements.