Comparison of Arterial Puncture Skill Improvement Between Training with an Arterial Puncture Part-Task Trainer Simulator and Conventional Training in Fifth-Year Medical Students: A Pilot Study
Issued Date
2026-01-01
Resource Type
eISSN
11797258
Scopus ID
2-s2.0-105035883675
Journal Title
Advances in Medical Education and Practice
Volume
17
Rights Holder(s)
SCOPUS
Bibliographic Citation
Advances in Medical Education and Practice Vol.17 (2026)
Suggested Citation
Athinartrattanapong N., Chamchoi P., Chalermdamrichai P., Tangkulpanich P., Yuksen C., Palee C., Seesuklom S. Comparison of Arterial Puncture Skill Improvement Between Training with an Arterial Puncture Part-Task Trainer Simulator and Conventional Training in Fifth-Year Medical Students: A Pilot Study. Advances in Medical Education and Practice Vol.17 (2026). doi:10.2147/AMEP.S530106 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/116375
Title
Comparison of Arterial Puncture Skill Improvement Between Training with an Arterial Puncture Part-Task Trainer Simulator and Conventional Training in Fifth-Year Medical Students: A Pilot Study
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Abstract
Introduction: Arterial puncture is a fundamental procedural skill that medical trainees must acquire. However, it carries a risk of serious complications, particularly when performed by inexperienced operators. This study aimed to develop an arterial puncture part-task trainer to enhance skill acquisition among medical students and to compare arterial puncture performance between simulator-based training and conventional training in fifth-year medical students. Methods: This experimental study was conducted from January 26, 2024, to April 11, 2024, and included twenty-two fifth-year medical students undergoing emergency department training at Ramathibodi Hospital. Participants performed arterial punctures on patients, and all procedures were recorded on video. Three independent raters evaluated the recordings using a standardized procedural checklist. The primary outcome was the total arterial puncture procedural checklist score during the initial patient-based assessment. The intervention group additionally underwent a reassessment two weeks after simulator training to evaluate skill retention. Continuous variables were analyzed using Student’s t-test, while categorical variables were analyzed using the chi-square test. Statistical significance was set at P < 0.05. Results: During the study period, the intervention group (n=10) achieved a significantly higher total skill score (37.1 ± 3.2) compared to the control group (n=12), which had a score of 33.25 ± 3.8 (p = 0.016). Additionally, the total self-confidence scores significantly increased from 23.5 to 25.6 (p = 0.040). Participants expressed strong satisfaction with the arterial puncture part-task trainer, with a mean rating of 3.68 for its suitability for practicing arterial puncture and a mean rating of 3.86 for its potential use in medical student training. Conclusion: Although this pilot study involved a relatively small sample size, the arterial puncture part-task trainer simulator significantly improved both procedural skill performance and self-confidence in performing arterial punctures.