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Objective:
This study aims to evaluate and analyze whether the mold or vascular phantom-assisted training model in this study promoted learning effectiveness and satisfaction.

Materials and Methods:
This study involved using molds to simulate real clinical scenarios, allowing participants to learn the procedural steps and interpretation required on the molds. The molds presented in the hands-on workshop included homemade molds as well as a vascular access ultrasound phantom. These molds were primarily designed for training in procedures, covering fundamental concepts and operations involving vascular access, and catheter placement. After receiving instruction and guidance, each participant had the opportunity to perform simulated procedures on each mold. Following the completion of the simulation, each participant was required to complete a postcourse questionnaire. The questionnaire utilized a five-point Likert scale, with responses ranging from 1 to 5, representing "strongly disagree," "disagree," "neutral," "agree," and "strongly agree," respectively.

Results:
There were 13 participants in the study, including four attending physicians and nine residents. After completing the simulation-based teaching with the aid of molds, the postcourse response forms collected showed that all participants agreed that the course materials clearly conveyed the course topics,with 76.9% being very satisfied and 23.1% being satisfied. Regarding whether the design of the course materials could enhance their understanding of technique of vascular access and catheter placement simulated in the course, 84.6% expressed that they were very satisfied and 15.4% were satisfied. Most(92.3%) participants felt that the use of molds for simulation-based teaching allowed them to gain a deeper understanding of the course topics. As for the similarity between the homemade molds and real clinical applications,38.5% found them to be very similar,and 61.5% found them to be similar. Regarding the adequacy of the number of molds and equipment prepared for this topic for participant use and learning, 53.8% were very satisfied and 46.2% were satisfied. However, in terms of suggestions, one participant recommended the introduction of portable ultrasound equipment to ensure sufficient equipment for learning. In terms of the appropriateness of the course's class schedule, 76.9% were very satisfied and 23.1% were satisfied. Furthermore, regarding the arrangement of the course location,69.2% were very satisfied, 23.1% were satisfied, and 7.7% were neutral. Regarding the overall quality of the course,92.3% were very satisfied and 7.7% were satisfied. For future similar courses for vascular access,100% of the participants expressed their willingness to participate again.

Conclusion:
The use of molds and phantoms in training helps build the skills and confidence of healthcare professionals, ultimately reducing the likelihood of errors and adverse events during real clinical practice. This method offers a safe and controlled environment for learners to practice procedures, reducing the potential risks to actual patients during the learning process.