Implementing PBL in Laser-Assisted Ultrasound-guided Radial Artery Puncture

Abstract

Objective This study examines the effectiveness of integrating problem-based learning (PBL) and situational teaching in laser-assisted ultrasound-guided radial artery puncture training to enhance students′ practical and clinical skills. Methods Forty anesthesiology residents from the First Hospital of Jilin University (2022 - 2023) were randomly assigned to traditional teaching (control group) (n = 18) or PBL with situational teaching (combined group) (n = 22) . The latter group engaged in problem-based scenarios. Assessments included the control knowledge and direct observation of procedural skills (DOPS) . Results The PBL combined group outperformed the control group in preparation, aseptic technique, and puncture skills (P < 0.05) . In Mini-CEX assessments, the combined group excelled in medical interview skills, humanistic care, clinical diagnosis, and overall clinical ability (P < 0.05). Survey results indicated higher agreement on improved clinical thinking and operational abilities in the combined group (P < 0.05). Conclusion This teaching mode is obviously better than the traditional teaching group, and it is leading in clinical ability and skill operation. Students have achieved remarkable teaching results in practice through this teaching mode.

Keywords

• problem-based learning
• situational teaching
• laser-assisted ultrasound radial artery puncture
• direct observation of procedural skills