ArticleHealth science reports2026
Impact of Task Trainer-Based Training on Medical Students' Technical Skills, Nontechnical Skills, and Confidence in Peripheral Intravenous Cannulation: A Single-Group Pre-Post Study.
Article in Health science reports, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background and Aims: Peripheral intravenous (IV) cannulation is a fundamental clinical skill that requires both technical precision and effective patient communication. Despite its frequency in clinical practice, many medical trainees report insufficient confidence and limited opportunities for supervised practice. Simulation-based medical education has emerged as a strategy to bridge this gap; however, its impact on both technical and nontechnical competencies warrants further evaluation. This study was done to assess the effect of a simulation-based training module on medical students' technical skills (TS), nontechnical skills (NTS), and self-reported confidence in peripheral IV cannulation. Methods: This single-group pre-post interventional study included 74 3rd- and 4th-year medical students. Participants underwent a structured task trainer-based training session on IV cannulation. Performance was assessed before (T2) and after (T4) the intervention using a modified Objective Structured Assessment of Technical Skills (OSATS), evaluating both TS and NTS (maximum score: 16 each). Self-reported confidence was measured on a 10-point Likert scale. Paired t-tests were used to compare pre and postintervention confidence, NT, and NTS scores. Results: Baseline confidence increased from 4.25 ± 1.22 to 7.32 ± 1.31, a mean increase of 3.07 points ( Conclusion: Task trainer-based training significantly enhances medical students' technical performance, NTS, and confidence in peripheral IV cannulation within a controlled learning environment. These findings suggest that a structured case-based simulation session may be associated with immediate improvements in procedural performance and self-reported confidence. Controlled studies with longer-term follow-up are needed to determine the causal and sustained effects of this training approach.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.