To evaluate the effect of immersive problem-based learning (PBL) mode in the teaching of blood purification vascular access.

The subjects of the study were specialist doctors at all levels who participated in blood purification vascular access training from hospitals across Guizhou Province from September 2019 to September 2021. The first 4 stages of students who adopted the traditional teaching mode were as the control group, while the latter 4 stages of students who adopted the immersive PBL teaching mode were as the test group. After the training, the students were assessed in terms of theoretical knowledge, skills, degree of satisfaction, critical thinking ability, and teacher self-assessment.

Compared with the control group, the test group showed higher scores in the theoretical knowledge and clinical operational skills, as well as in the satisfaction with the training form, the training scale, the knowledge reserve of teachers, and the training effect (P<0.05). The total scores in the truth-seeking, intellectual curiosity, cognition maturity, systematic ability, analytical ability, and critical thinking ability were also higher in the test group than in the control group (P<0.05). In addition, the teachers of the test group also scored significantly higher than those of the control group in terms of training scenarios, timely questions and discussions, operational standardization, effective assessment, and the ability to respond to emergencies(P<0.05).

The immersive PBL teaching mode can further improve the professional knowledge and practical operation ability of both the trainees and the teachers in blood purification vascular access training, which is worthy of promotion.