Learner-centered, simulation-based training to improve the skills of medical students

Objective To explore the application effect of learner-centered, simulation-based training in the clinical operation teaching of anesthesiology. Method s A total of 20 junior students in anesthesiology from a university from 2016 to 2017 were included. In this study, the training of three simulation operations, namely endotracheal intubation, central venous puncture, and arterial catheterization was set up. The self-confidence, operational knowledge, and operational skills before and after the training were assessed through Likert-type questionnaires, multiple-choice tests, and procedural checklists, respectively. Data analyses were performed with the SPSS 16.0. The Wilcoxon signed rank test was applied to compare the self-confidence scores before and after training and the paired t-test was adopted to compare the knowledge and operation scores before and after training. Result s The students' self-confidence, knowledge and operation scores of the three operations were significantly improved after training (P<0.05), with the highest increase in the central venous puncture operation score [(7.55±2.40) vs. (15.55±1.84), P<0.01]. The teaching satisfaction survey showed that 95% of the students felt that the training course was conducive to the operation skills learning and were satisfied with the course of this training. Conclusion The learner-centered, simulation-based training can help the clinical students master the operating skill points quickly and skillfully, and promote the individualized and standardized implementation of the clinical operation skills, thereby improving the clinical teaching effect. Key words: Learner-centered; Simulation-based training; Anesthesiology