To analyze the effectiveness of combining vascular intervention simulation with staged goal teaching in neurointervention education.

Forty interns who rotated through our hospital from September 2024 to December 2024 were randomly divided into two groups (n=20 each). Both groups received vascular intervention simulator training. The control group was taught using conventional methods (multimedia courseware plus simulator practice), while the experiment group received staged goal teaching (progressive objectives and assessments in four stages) integrated with simulator training. After training, under the supervision of senior physicians, participants were evaluated through a neurointervention theory exam and cerebral angiography simulator-based skills assessment. Assessment scores, clinical competencies, and teaching evaluations were compared between groups.

The experiment group achieved significantly higher scores in both theoretical knowledge and practical skills compared with the control group (P<0.05). In addition, the experiment group demonstrated greater improvement in clinical reasoning, surgical decision-making ability, and overall teaching evaluation scores of resident physician competencies (P<0.05).

In neurointervention training, combining vascular intervention simulation with staged goal teaching is more effective than conventional simulation-based teaching alone. This approach enhances theoretical knowledge, procedural skills, clinical decision-making, and teaching evaluation outcomes, demonstrating an overall favorable application effect.