Background The “Stop the Bleed” (STB) campaign has achieved remarkable results since it was launched in 2016, but there is no report on the teaching of an STB course combined with a trauma patient simulator. This study proposes the “problem-, team-, and evidence-based learning” (PTEBL) teaching method combined with Caesar (a trauma patient simulator) based on the STB course and compares its effect to that of the traditional teaching method among outstanding doctoral candidates training in haemostasis skills. Method Seventy-eight outstanding doctoral candidate program students in five and eight-year programs were selected as the research subjects and were randomly divided into a control group (traditional teaching method, n = 34) and an experimental group (PTEBL teaching method combined with Caesar, n = 44). Their confidence in their haemostasis skills and willingness to rescue injured victims were investigated before and after the course in both groups. Result Students’ self-confidence in their STB skills and the willingness to rescue improved after the class in both groups. Compared with the control group, students in the experimental group were more confident in compressing with bandages and compressing with a tourniquet after a class (compressing with bandages: control group 3.9 ± 0.8 vs. experimental group 4.3 ± 0.7, P = 0.014; compressing with a tourniquet: control group 3.9 ± 0.4 vs. experimental group 4.5 ± 0.8, P = 0.001) More students in the experimental group than the control group thought that the use of Caesar for scenario simulation could improve learning (control group 55.9% vs. experimental group 81.8%, P = 0.024), and using this mannequin led to higher teacher-student interaction (control group 85.3% vs. experimental group 97.7%, P = 0.042). The overall effectiveness of the teaching was better in the experimental group than in the control group (control group 85.3% vs. experimental group 97.7%, P = 0.042). There was a significant positive correlation between teacher-student interactions and the overall effectiveness of teaching (R = 1.000; 95% CI, 1.000–1.000; P < 0.001). Conclusion The PTEBL teaching method combined with Caesar can effectively improve student mastery of STB skills and overcome the shortcomings of traditional teaching methods, which has some promotional value in the training of outstanding doctoral candidates in STB skills.

Background: The “Stop The Bleed” (STB) campaign has achieved remarkable results since it launched in 2016, but there is no report on the application of a STB course combined with a trauma patient simulator. This study proposes the “problem-, team-, and evidence-based learning” (PTEBL) teaching method combined with Caesar (trauma patient simulator) based on the STB course, and compares its effect with the traditional teaching method in outstanding doctoral candidates training of hemostasis skills.Method: Seventy-eight outstanding doctoral candidates program students (five-years and eight-years) were selected as the research subjects and were randomly divided into a control group (traditional teaching method, n=34) and an experimental group (PTEBL teaching method combined with Caesar, n=44). Their confidence of hemostasis skills and willingness to rescue were investigated before and after the course in both groups.Result: Students’ self-confidence of STB skills and willingness to rescue in both groups were improved after the class. Compared with the control group, students in the experimental group were more confident in compressing with bandages and compressing with a tourniquet after a class (compressing with bandages: control group 3.9±0.8 vs. experimental group 4.3±0.7, P=0.014; compressing with a tourniquet: control group 3.9±0.4 vs. experimental group 4.5±0.8, P=0.001) More students in the experimental group than the control group thought that the use of Caesar for scenario simulation could improve learning (control group 55.9% vs. experimental group 81.8%, P=0.024), and showed higher teacher-student interaction (control group 85.3% vs. experimental group 97.7%, P=0.042) The overall effectiveness of the teaching was better in the experimental group than the control group (control group 85.3% vs. experimental group 97.7%, P=0.042). There was a significant positive correlation between teacher-students interaction and overall effectiveness of teaching (R=1.000; 95%CI, 1.000-1.000; P<0.001).Conclusion: The PTEBL teaching method combined with Caesar can effectively improve students' mastery of STB skills, and overcome the shortcomings of traditional teaching methods, which has a certain promotional value in the training of outstanding doctoral candidates in STB skills.