Abstract: Objective To evaluate the effectiveness of a progressive multimodal teaching approach “self-directed theoretical learning → clinical observation → lecture-based learning (LBL) → case-based learning (CBL)” in transabdominal bowel ultrasound training. Methods Thirteen visiting ultrasound radiologists without prior experience in intestinal ultrasound who were trained at the Department of Ultrasound, Peking Union Medical College Hospital between September 2024 and March 2025 were enrolled. All participants completed the four-stage training curriculum. Test scores were collected immediately after the self-learning phase and again after the concentrated LBL+CBL block to evaluate learning outcomes. Examinations consisted of three modules: basic principles (30 points), image interpretation (40 points), and intestinal disease (30 points). Results After self-learning phase, the mean total score was 62.3±18.8. The disease-knowledge module showed a score percentage of 33.3% (33.3%,66.6%), significantly lower than both the basic-principle (74.4%±24.2 %, P＜0.01) and image-interpretation (67.3%±23.7 %, P＜0.05) modules.Following LBL+CBL block, the mean total score rose to 93.9±7.7 (P＜0.001). All three sub-scores improved significantly [basic knowledge: 20(20,30) vs. 30(30,30), P＜0.05; image interpretation: 30(20,35) vs. 40(35,40), P＜0.001; disease knowledge: 10(10,20) vs. 30(25,30), P＜0.001]. The greatest improvement was observed in disease-related knowledge. In post-course surveys, 84.6 % of participants rated the LBL+CBL component as “considerably” or “markedly” helpful beyond self-study alone. Conclusions The progressive multimodal teaching of “self-directed theoretical learning → clinical observation → LBL → CBL” is effective for training inexperienced ultrasound physicians and shows promise in strengthening disease-related knowledge systems. This study offers a useful reference for establishing standardized intestinal ultrasound training programs in China.

Key words: intestinal ultrasound training, multimodal teaching, progressive teaching, lecture-based learning (LBL), case-based learning (CBL)