This study aimed to compare the difference between the performance of medical students and young residents during the laparoscopic simulation training in basic laparoscopic procedures, and providing objective data for simulation training in basic laparoscopic procedures.

By comparing the task completion time and errors of medical students and young residents on transferring, accurate positioning, cutting, knotting, suturing and knotting, and analysis of learning curves were done.

After 10 times of training, the scores in the training tasks of transferring, accurate positioning, cutting, knotting, suturing and knotting in group A and group B were as follows: (89.81±2.07) vs (93.91±3.46), (89.00±6.39)vs(91.21±6.69), (84.35±5.94)vs(86.69±6.46), (93.88±3.01) vs(93.51±2.65), (87.34±3.22)vs(92.09±4.10). No significant differences were observed between group A and group B in the training tasks of accurate positioning, cutting and knotting (P>0.05). However, significant statistical differences existed between group A and group B in the tasks of transferring and suturing and knotting (P<0.05). In learning curve, the performance of the participants from group A and group B demonstrated the form of inverse curve in the tasks of transferring, knotting, and suturing and knotting, while the performance of both groups linearly increased in the tasks of accurate positioning and cutting.

The basic laparoscopic skills of group A and group B improved significantly by means of simulation training. Through repetitive training, the performance of group A can reach the level of group B in the tasks of accurate positioning, cutting and knotting. Both groups had reached the plateau in the tasks of transferring, knotting, and suturing and knotting, whereas their performance was still in the growth stage in the tasks of accurate positioning and cutting.