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 com-bined group outperformed the control group in preparation,aseptic technique,and puncture skills(P＜0.05).In Mini-CEX assess-ments,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 abili-ty and skill operation.Students have achieved remarkable teaching results in practice through this teaching mode.
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