Objective:To make an empirical study on verifying whether the self-developed simple laparoscopic simulator can play a good role in the training of laparoscopic skills.Methods:Twenty-four Batch 2018 and Batch 2019 undergraduates of five-year clinical medicine of the Army Medical University were recruited in this study, and they were randomly divided into a research group and a control group for 4 weeks of simulation training, 3 times a week, 1 class hour each time. The training content was fundamental laparoscopic skills (FLSs). Before and after the training, the assessment was performed and the results and completion time were recorded. After the training, a satisfaction questionnaire was conducted among all trainees. SPSS 22.0 was used for data statistical analysis.Results:There was no statistical difference between the completion time and assessment results of the two groups before training ( P > 0.05). After four weeks of training, the completion time of the research group was shortened by 10.03% and the training performance increased by 35.17%; the completion time of the control group was shortened by 2.09%, and the training performance improved 12.34%. The comparison between groups found that the research group was superior than the control group, and the performance of the two groups were all improved after training. Most trainees recognized the simulator and were willing to promote it to other trainees according to the questionnaire feedback. Conclusion:The original laparoscopic simulator has a better training effect on simulation training than the traditional apprenticeship teaching has, which is of great significance for the promotion and optimization of laparoscopic skills teaching.

We reviewed and developed an indicator system framework for assessing teaching effect of laparoscopic simulation training through literature research, expert consultation, analytic hierarchy process and factor analysis. We also made an empirical study on the constructed index system. The system included 3 domains (A1: evaluation of laparoscopic simulator; A2: operation evaluation of experimental animals; A3: evaluation of clinical practice), 10 second-level indicators and 23 third-level indicators for assessing teaching effect of laparoscopic simulation training. The indicator system framework has good internal consistency (Cronbach α= 0.968) and external consistency (>0.72). The empirical study found that: in the results of A1-A3 in the first level indicator, the score of the experienced group was significantly higher than that of the inexperienced group ( P<0.05). In the evaluation results of the 10 secondary indicators in the secondary indicators B1-B10, the score of the experienced group was significantly higher than that of the inexperienced group ( P<0.01). For the first time, we have established and evaluated a comprehensive evaluation indicator system which is reliable and effective and can be used for further evaluation of teaching effect of laparoscopic simulation training. The following empirical studies have verified the effectiveness and practicability of the evaluation system.