Blended Learning in Anesthesiology Training: Is Interactive E-Learning an Effective Method for Enhancing Anesthesiological Skills?—A Single-Center Randomized Trial

The integration of digital formats into undergraduate medical education offers a promising approach to enhance procedural skill acquisition. This study investigates the efficacy of a short, structured instructional video as part of a blended learning curriculum for teaching radial artery puncture to final-year medical students. A single-center, randomized, cross-over trial was conducted at the University Medical Center Mainz. Seventy-eight final-year medical students were randomized into an exposure group (instructional video based on Peyton’s four-step approach) and a control group. Performance was assessed using a 14-item checklist (maximum 16 points; pass threshold: 60%). At T1, the exposure group achieved significantly higher scores (p < 0.001, r = 0.735). Only 2.5% of the exposure group failed compared to 26.3% in the control group. After one week, the exposure group showed no significant performance decline (p = 0.101). The control group improved significantly after viewing the video (p < 0.001). At T2, no statistically significant difference remained between groups (p = 0.013, adjusted α = 0.0125). A short, structured instructional video significantly enhances initial performance and short-term retention of radial artery puncture skills in a blended learning setting.