Abstract: Objective To explore the application of interactive portrait method to improve the teaching of anesthesia trainees. Methods A total of 32 students from the eight-year clinical medicine program of Peking University Health Science Center in 2018 whose internship rotations happened in the Department of Anesthesia of Peking University Third Hospital were enrolled as the research participants, and divided into the experimental group and the control group by random number table method. Eighteen students in the experimental group are trained by interactive portrait method, and 14 students in the control group are trained by traditional method. After the internship, the learning effect is evaluated by knowledge assessment, in-class skill test and questionnaire survey results. Independent sample t-test and χ² The test were used to compare between the two groups. Results The knowledge test scores of the two groups were (19.43±2.84) and (18.71±1.81), respectively, with no significant difference (t=0.88, P=0.094); The success rate of tracheal intubation and intraspinal anesthesia in the experimental group was 18/18 and 18/18 respectively; while the students in the control group were 12/14 and 14/14 respectively, with no significant difference (both P>0.05). The results of the questionnaire survey showed that the students in the experimental group had higher self-scores than the students in the control group in terms of independently drawing laryngoscopic anatomy [(9.72±0.56) vs. (6.79±2.81)] and completing intraspinal puncture operation [(8.67±1.29) vs. (5.93±2.60)], and the differences were statistically significant (both P<0.05). Conclusions The use of interactive portrait method in anesthesia probation teaching can help students master the basic theory and clinical skills of anesthesia, and is generally recognized by students.

Key words: Anesthesia, Interactive portrait, Teaching method, Medical education