Objective　To evaluate the application value of situational simulation method based on SimMan 3G in anesthesiology teaching. Methods　5-years anesthesiology under-graduates of 2012 grade and 2013 grade in Wannan Medical Colloge anticipating in clinical practice of anesthesia were selected as observation group. All students were divided into two groups: control group (teachers demonstrated cases

2012 grade

n=35) and observation group (students role-played simulation cases

2013 grade

n=36). In control group

teachers firstly applied a multimedia courseware

and then demonstrated the cases to adopt the SimMan 3G simulated system. In observation group

SimMan 3G situational simulation method was used to teach the course

and then the students played roles and videotaped the whole course in the simulated operating room. After training

the students discussed their performance in the simulated training (by the playback of the simulated video)

and the teachers commented and summarized the case. The effect of teaching was evaluated by questionnaire and examination. The date were analyzed through Chi-square and t-test test. Results　There was no significant difference in essential characteristics

including age

gender

the scores of specialized theory at routine examination between two groups (P>0.05). Statistical difference was found in the theoretical assessment between observation group and control group [(79.44±5.41) vs. (73.46±4.62)

P=0.001]. Meanwhile

questionnaire survey of teaching effect showed that in observation group 31 students (86.1%) were satisfied with the teaching contents

33 students (91.7%) had consolidated clinical thinking

and 34 students (94.4%) believed it improved their teamwork and communication ability (P=0.031

P=0.018

P=0.013). Conclusion　Using SimMan3G for role-playing situational simulation teaching can significantly improve student's comprehensive theoretical scores

facilitate the exercise of clinical thinking

and improve their teamwork and communication skills.