Objective:To evaluate and compare the effectiveness of traditional teaching methods versus simulation-based learning in clinical ultrasound internships in obstetrics and gynecology Design:A randomized controlled study comparing two teaching methods: traditional patient-based learning and simulation-based teaching . Setting:The study was conducted at the Department of Medical Ultrasonics, Longgang District Maternity & Child Healthcare Hospital of Shenzhen City from January to June 2023. Population or Sample:Twenty-four ultrasound students were selected and randomly divided into two groups (12 in each): the experimental group (simulation-based learning) and the control group (traditional teaching). Methods:Both groups underwent theoretical and practical ultrasound training, followed by assessments. The experimental group used simulation models, while the control group practiced on real patients. Performance was evaluated based on teaching time, daily practice opportunities, content mastery, stress levels, and error rates in clinical assessments. Main Outcome Measures:Teaching time, number of daily practice opportunities, stress levels, content mastery, and error rates during practical exams. Results:Students in the simulation group required less time to complete tasks, had more opportunities for daily practice, reported lower stress levels, and had fewer errors in practical exams compared to the control group. However, the control group acquired a broader range of knowledge beyond the core tasks. Conclusions:Simulation-based learning is effective in reducing stress and errors while increasing hands-on practice opportunities. However, traditional teaching methods offer broader knowledge exposure. A combination of both approaches may provide the best learning outcomes.