JMIR Publications

ABSTRACT

Background:

Performing a radial artery puncture is often stressful for medical students due to the risk of causing significant pain.

Objective:

This study evaluated whether a structured training programme—combining theoretical instruction, simulation-based practice, and debriefing—could influence students’ procedural confidence, decision-making, and patient experience during their first clinical arterial puncture.

Methods:

Third-year medical students who had never performed an arterial puncture were assigned to one of two groups: a structured training group (G1) or a control group receiving informal or no specific training (G2). After performing their first arterial puncture under supervision, students completed a questionnaire assessing apprehension, satisfaction, and confidence. The decision to use local anaesthesia, puncture success, and patient-rated pain and apprehension were also recorded.

Results:

Self-reported apprehension and confidence were similar between groups. However, G1 students were significantly less likely to use local anaesthesia compared to G2 students (35% vs. 76%; p = 0.0033), suggesting greater procedural confidence. First-attempt success rates were comparable (G1: 23%; G2: 48%; p = 0.18). Patient pain ratings were lower when anaesthesia was used, but the difference was not statistically significant.

Conclusions:

Structured training influenced students’ behaviour during their first arterial puncture, reducing reliance on anaesthesia despite similar levels of self-reported apprehension. These findings support the behavioural impact of structured procedural education and call for future research using validated assessment tools and long-term follow-up. Clinical Trial: This study was conducted in hospitals affiliated with the Faculté de Santé Sorbonne Université, one of the medical schools in the Paris area. It was approved by the institutional review board of the Institut National de la Santé et de la Recherche Médicale (CEEI, reference IRB00003888).