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OBJECTIVE To construct the simulated traditional Chinese medicine pharmacy based on virtual simulation technology， and assist in the development of the new mode of traditional Chinese medicine dispensing education training. METHODS The field research and questionnaire surveys were conducted to identify the needs of Chinese medicine students and practitioners for the content and presentation of knowledge on the construction of simulated traditional Chinese medicine pharmacy. Taking the laws and regulations on the construction of traditional Chinese medicine pharmacy and the related teaching materials and literature on traditional Chinese medicine preparation as the knowledge source， the virtual simulation technology was applied to build a simulated traditional Chinese medicine pharmacy so as to achieve the functions of browsing the traditional Chinese medicine pharmacy， learning the knowledge of traditional Chinese medicine preparation and practical skills training. A multi-site simulated traditional Chinese medicine pharmacy evaluation scale study was conducted based on platform operational testing. RESULTS A simulated traditional Chinese medicine pharmacy was constructed， consisting of four core modules： video teaching， animation video， simulated pharmacy， and simulated experience. The overall score of evaluation scale was 93.31， with all entries scoring above 80； the ones with evaluation scales above 90 accounted for 92.31% （60/65）. CONCLUSIONS Simulated traditional Chinese medicine pharmacy based on virtual simulation technology meets the learning needs of users and enhances the teaching effect of traditional Chinese medicine dispensing technology training.
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Objective:To investigate the effect of the virtual simulation system-based teaching method for the experimental course of oral local nerve block anesthesia in improving the effect of traditional teaching methods.Methods:One hundred and eighteen undergraduate dental students were randomly divided into two groups, the experimental group was taught using a virtual simulation-based system, and the control group was taught using traditional teaching. The results of the teaching were comprehensively evaluated through course feedback questionnaires, analysis of theoretical test scores, evaluations of the trainees administering and receiving anesthesia on the current anesthesia, and faculty evaluations of the success of the anesthesia, and t-tests and chi-square tests were performed using SPSS 23.0.Results:There was no significant difference in baseline level between the two groups. The students in the experimental group thought that the learning was more vivid ( t=4.24, P=0.005) and had more self-confidence in local anesthesia ( t=4.99, P<0.001). The students in the experimental group felt less needle tip jitter during injection ( t=2.22, P=0.048) and better contact with the medial surface of the mandible ( t=2.22, P=0.020). The students who received anesthesia reported less pain during injection ( t=1.99, P=0.029) and better anesthesia of the inferior alveolar nerve ( t=3.36, P=0.039) in the experimental group. Teacher assessment revealed that the experimental group had a significantly lower failure rate of inferior alveolar nerve block than the control group ( χ2=4.40, P=0.036). Conclusions:The virtual simulation system can optimize the experimental teaching of oral local nerve block anesthesia and can achieve a satisfactory teaching effect.
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In order to solve the problems in traditional health management experimental teaching, such as high cost, safety and difficult repeatability, a virtual simulation experimental teaching platform for health management combined with Traditional Chinese Medicine (TCM) characteristics has been constructed by using virtual simulation, multimedia, and human-computer interaction technologies, which comprises TCM constitution identification, TCM health management and health management service process. Through the combination of virtual simulation and reality situation, the platform has formed an online and offline model of experimental teaching, which has improved the innovation and practice ability of students and enhanced the teaching quality.
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Introducción: La simulación remota brindó una alternativa concreta para entrenar las habilidades procedimentales básicas durante la pandemia. El objetivo de este artículo es describir el proyecto que mantuvo el entrenamiento de las habilidades procedimentales básicas de enfermería en alumnos de pregrado UC, utilizando la aplicación C1DO1, durante el segundo semestre del 2021. Materiales y Métodos: Se diseñaron cinco etapas en la plataforma C1DO1. Cada etapa consideró un procedimiento clínico básico. Los estudiantes practicaron las técnicas en su hogar y se grabaron ejecutando el procedimiento. El video fue revisado por un docente que proporcionaba una retroalimentación personalizada y medía su aprendizaje de manera formativa. Al finalizar todas las etapas, se aplicó una encuesta para evaluar la percepción y satisfacción con el proyecto. Resultados: 183 estudiantes se inscribieron en el proyecto, de los cuales 122 participaron activamente. El porcentaje de respuesta del instrumento de evaluación fue de un 71%. La satisfacción global alcanzó una nota de 6,1. El grado de acuerdo con la simulación remota fue de un 94%. La percepción de autoeficacia alcanzó un 89%. La retroalimentación personalizada fue considerada como muy importante por el 94% de los participantes y el 98% de los estudiantes aprobó la etapa que efectúo. Discusión: Existe un alto grado de acuerdo con el entrenamiento de habilidades procedimentales mediante la simulación remota, sin embargo, los estudiantes consideran esta metodología como un complemento al aprendizaje motor, aún faltan estudios que midan transferencia.
Introduction: Remote simulation provided a concrete alternative to train basic procedural skills, given the pandemic. This article aims to describe the project that maintained the training of basic nursing procedural skills in UC undergraduate students using the C1DO1 application during the second semester of 2021. Methods: Five stages were designed on the C1DO1 platform. Each stage considered a basic clinical procedure. The students practiced the techniques at home and recorded themselves performing the procedure. The video was reviewed by a teacher who provided personalized feedback and measured their learning in a formative way. At the end of all the stages, a survey was applied to the students to evaluate their perception and satisfaction with the project. Results: The total number of students enrolled in the project was 183 of which 122 actively participated. The response rate of the evaluation instrument was 71%. Global satisfaction with the project obtained a score of 6.1. The degree of agreement with the remote simulation was 94%. The perception of self-efficacy reached 89%. The personalized feedback was considered very important by 94% of the participants and 98% of the students approved the stage they carried out. Discussion: There is a high degree of agreement with the training of procedural skills through remote simulation, however, students see this methodology as a complement to motor learning, and studies that measure transfer are still lacking.
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Objective@#To investigate the current situation of using virtual simulation technology in undergraduate schools of stomatology in China, analyze the problems and put forward corresponding improvement suggestions. @*Methods@# A questionnaire survey was conducted among 672 teachers and 3 849 students in undergraduate schools of stomatology in China. @*Results @#25.81% of all participants had took part in dental virtual simulation courses, and 37.80% of the participants from “Double First-Class” universities had participated in dental virtual simulation courses. 92.12% of the virtual simulation courses were established for undergraduates. "Traditional course + virtual simulation model demonstration" is the main teaching form of virtual simulation courses. Most of the participants were satisfied with the virtual simulation courses offered by their schools. At present, there are also some deficiencies in the virtual simulation courses, such as lack of teaching resources, insufficient interaction and simulation.@*Conclusion@#There is difference in the application of virtual simulation technology in undergraduate schools of stomatology in China. The virtual simulation technology is more widely used in "Double First-Class" universities than in ordinary universities. Undergraduates are the main teaching objects of virtual simulation courses. Stomatological schools in China should pay attention to the development and utilization of virtual simulation curriculum resources by cooperation, enrich the form of virtual simulation courses and strengthen the promotion and application of virtual simulation technology in stomatological education.
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Objective:To develop serious games for pediatrics and to explore the effect of cultivating the clinical reasoning and reflection ability of pediatric trainee nurses.Methods:This was a non-randomized controlled trial study. The convenience sampling method was used to select 88 pediatric trainee nurses in the Second Xiangya Hospital of Central South University from April 2021 to January 2022. They were divided into the control group and the experimental group with 44 cases in each group by the method of random sampling. The control group was given clinical practice teaching in pediatrics according to the practice syllabus. Based on the teaching events of Gagne, the teaching links of serious games were designed, and teaching was carried out to the experimental group. The clinical reasoning and reflection ability, learning satisfaction and self-confidence of the two groups of pediatric trainee nurses before and after teaching were evaluated by the Self-Assessment of Clinical Reasoning and Reflection, Student Learning Satisfaction and Self-Confidence Scale, and examination scores of the two groups of pediatric trainee nurses were evaluated.Results:There was no significant difference in the clinical reasoning and reflection ability, learning satisfaction and self-confidence before teaching between the two groups( P>0.05). The total score of clinical reasoning and reflection evaluation after teaching was (101.13±6.69) points in the experimental group, which was higher than that in the control group (94.57 ± 8.86) points, the difference was statistically significant ( t=-3.92, P<0.05). The learning satisfaction and self-confidence scores after teaching were (20.82 ± 2.16), (33.20 ± 1.47) points in the experimental group, which were higher than those in the control group (19.52 ± 2.30), (31.89 ± 2.44) points, the differences were statistically significant ( t=-2.33, -3.07, both P<0.05). The scores on the theory and skill examination in the experimental group were also better than those in the control group, the differences were statistically significant ( t values were -2.59--2.14, all P<0.05). Conclusions:The serious game teaching method can effectively improve the clinical reasoning and reflection ability, practical learning satisfaction, self-confidence, and graduation performance of pediatric nursing interns, which can provide a reference for the reform of pediatric nursing practice teaching.
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Objective:To study the teaching effect of traditional teaching combined with virtual simulation teaching in pharmaceutical content analysis using high performance liquid chromatography (HPLC).Methods:The students in two parallel classes of grade 2016 were divided into experimental group (44 students) and control group (38 students). Taking the content analysis and its related analytical methodology of Metronidazole by HPLC as an example, the experimental group adopted the traditional offline teaching combines with virtual simulation teaching, and the control group adopted the traditional offline teaching. The teaching effects of the two groups were compared. SPSS 22.0 was used to conduct independent-samples t-test. Results:According to the mid-term test results, the experimental group was superior to the control group in practical operation assessment [(17.98±6.75) vs. (14.03±5.92)], and the difference was statistically significant ( P < 0.05). But there were no differences between the two groups in the scores of theory, discussion report and presentation. There was no significant difference in the final exam scores between the two groups. Conclusion:The ability of practical training and the teaching effect can be improved by the teaching method of traditional offline teaching combined with virtual simulation. Through the training of this project, students have mastered the operation of HPLC, the content determination of pharmaceutical preparations, the verification of analytical methods, data processing, and the writing of analytical reports, and have certain practical analysis ability.
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Infant nutritional status evaluation is a basic experimental skill in the experimental teaching of nutrition and food hygiene. The construction of this virtual simulation experiment can solve the problems of activeness and poor coordination of infants and young children in the actual operation of the experiment. And based on the application of this virtual simulation project, the experimental teaching method of preventive medicine was explored. This experiment adopted online and offline mixed teaching method, which enriches teaching measures and strengthens the standardized process of infant nutritional status evaluation. After 3 semesters of practice from spring 2018 to spring 2020, the proportion of students who achieved excellent grades was 30.09% (34/113), 56.02% (279/498) and 66.79% (1 080/1 617), respectively, which increased significantly year by year ( Ptrend < 0.001). Among all the 2 228 students, 1 983 students (89%) believed that this experimental teaching could better cultivate the ability of autonomous learning. Through the study of virtual simulation experiments, students have improved their subjective initiative, and laid a foundation for the improvement of students' overall quality and the requirements of school elite education.
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Objective:To construct a virtual simulation training platform for peripheral inserted central catheter (PICC) catheterization and discuss its application in clinical training.Methods:A total of 118 nurses who attended the PICC professional and technical advanced training courses in a province in 2020 and 2021 were enrolled in this study. In 2020, the training was conducted in the form of theoretical teaching combined with practical training ( n=51), and in 2021, virtual simulation platform was introduced as a supplement on the basis of the original training ( n=67). SPSS 23.0 was used for independent-samples t-test to compare the theoretical and operational assessment results of the two years and evaluate the application effect of the platform. Through the satisfaction survey and learning log, the nurses' experience of using the platform was understood. Results:The theoretical performance and the operational performance of nurses who participated in the training in 2021 were (96.56±3.17) and (94.06±2.16) respectively, and the operational performance was better than that of nurses who participated in the training in 2020 ( t=-11.37, P<0.001), and the difference in theoretical performance was not statistically significant ( t=0.17, P=0.853). In 2021, 63 nurses (94.0%) who used the virtual simulation platform believed that the platform could assist to improve the training effect; 61 nurses (91.0%) expected the application of virtual simulation technology in the teaching and training of other knowledges. Conclusion:As a new teaching form, virtual simulation technology can significantly improve the training effect and satisfaction, and provide reference for the development of relevant teaching and training.
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Clinical laboratory instrumentation is a practical course. In order to change the limitations of the experimental site and the lack of large automatic testing instruments in the current teaching, this paper puts forward the idea of virtual simulation teaching of clinical laboratory instrument. Based on the training objective of medical laboratory application-oriented talents, the design and management of virtual simulation teaching of single instrument and comprehensive project training are formed. The teaching effect evaluation and quality control method are constructed, which significantly improves the students' autonomous learning ability and the comprehensive practical ability. It further promotes the connotation construction of medical laboratory experiment teaching with the help of Internet sharing advantages.
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Objective To design an integrated simulation training system of tactical combat casualty care for mobile medical detachments to realize training of mass casualty treatment at wartime.Methods An integrated simulation training system of tactical combat casualty care for mobile medical detachments was developed with UE4 unreal engine and Vue.js framework for developing visual interface scenes,3D modeling for building war simulation scenarios,Java programming language for writing backend logic code and MySQL database for data recording.There were four functional modules involved in the system developed for micro class,self-assessment,game simulation and record query.Results The system developed realized integrated training for attending class,practice,test and review,and enhanced the efficacy for training of tactical combat casualty care.Conclusions The system developed contributes to increasing the combat casualty care capability of mobile medical detachments.
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The course of " Traditional Chinese Medicine Analytics" of Shanghai University of Traditional Chinese Medicine was listed as the Shanghai Key construction course in 2017, was selected as the Shanghai first-class course in 2021, and was selected as the national first-class course in 2023. This article reviews the knowledge points of identification analysis, quantitative analysis, inspection, fingerprint, and specific chromatogram in the course of " Traditional Chinese Medicine Analytics" which are integrated to the virtual simulation experimental projects to construct a knowledge map for this course. With gas chromatography as an example, this article introduces the ideas for constructing virtual simulation experimental projects of gas chromatography analytical techniques in traditional Chinese medicine and evaluates the teaching effect from the dimensions of the degree of student completion, learning performance, and error rate, so as to lay a solid foundation for promoting the integration of virtual simulation technology into the construction of core courses, continuously improve the quality of classroom teaching, and achieve the goal of winning in the classroom.
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Objective:To assess the influence of a virtual simulation-based training system for composite resin filling on the knowledge acquisition, skill development, and overall learning experience of undergraduate stomatology students.Methods:Forty-one undergraduate students of grade 2019 majoring in stomatology were divided into two groups for preclinical training before their internships: the experimental group used a virtual training system for composite resin filling, while the control group watched instructional videos of the procedure. The two groups were compared for their first performance in composite resin filling during the internships and teaching feedback. The t-test and chi-square test were conducted for data analysis using SPSS 20.0. Results:After repeatedly using the virtual training system for composite resin filling, the students in the experimental group were able to master the key operational points of the procedure, all achieving high scores (an average of 91.77 points) with an average time of 10.39 minutes. During the internship phase, the experimental group and control group showed significant differences in the accuracy rates of instrument selection (85.71% vs. 40.00%), adhesive applying (76.19% vs. 45.00%), and layered filling (100.00% vs. 75.00%; all P<0.05). All the students unanimously recognized the value of the virtual simulation system and expressed their willingness to use it for preclinical training before internships. Nineteen students (90.48%) were satisfied with the learning experience with the virtual simulation training system. Conclusions:The virtual simulation training system for composite resin filling can improve students' understanding and proficiency levels of the technique before clinical internships, facilitating a smoother transition to the internship phase.
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Objective:To investigate the application effect of virtual simulation combined with flipped classroom in experimental teaching of the nursing care of falls in the elderly.Methods:The 497 nursing undergraduates in the class of 2019 in Chongqing Medical University were selected as subjects and were then divided into control group (two classes with 251 students) and intervention group (two classes with 246 students). The students in the control group received traditional experimental teaching, and those in the intervention group received blended experimental teaching with virtual simulation combined with flipped classroom. At the end of the course, the use of virtual simulation platform was analyzed for the students in the intervention group, and a questionnaire survey and theoretical examination were used to compare the effect of experimental teaching between the two groups. SPSS 27.0 was used for the t-test and the chi-square test. Results:The frequency of use of the virtual simulation platform was (2.65±1.38) times per person in the intervention group, with an online learning time of 54.12-147.32 minutes. The questionnaire survey showed that compared with the control group, the intervention group had significantly higher scores of the achievement of teaching objectives and teaching satisfaction ( P<0.05). Compared with the control group after teaching, the intervention group had significantly higher scores of teaching promotion in terms of stimulating learning interest, cultivating self-learning ability, developing clinical thinking ability, improving innovation, and enhancing health education ability ( P<0.05). The intervention group had a significantly higher theoretical examination score than the control group [(79.38±5.09) vs. (77.88±4.97), P<0.05]. Conclusions:In the blended experimental teaching of the nursing care of falls in the elderly, virtual simulation combined with flipped classroom can help students master related knowledge and skills and cultivate their self-learning ability, clinical thinking ability, innovation ability, and health education ability.
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Introducción: en el contexto de la pandemia mundial por COVID-19 se incorporan nuevas metodologías de enseñanza-aprendizaje para contribuir al logro de los objetivos de aprendizaje frente al cierre de las universidades y de los campos clínicos. Esta investigación evalúa la percepción y la experiencia de los estudiantes de tercer y cuarto año de pregrado de enfermería, frente al uso de escenarios de simulación virtual como complemento de la práctica clínica. Materialesy métodos: un total de 68 estudiantes (26%) respondieron la encuesta de percepción sobre su experiencia del uso de la simulación virtual a través del softwarevSim for Nursing™. Se realizó un análisis cuantitativo y cualitativo de los datos. Resultados: un 89,7% de los estudiantes consideraron que la simulación virtual es útil para el aprendizaje y que contribuye principalmente para la comprensión de los contenidos y desarrollo de las habilidades de valoración clínica.Discusión: la experiencia en la simulación virtual es realista y útil tanto para aprender nuevos conocimientos,para reforzar los saberes previos y así también como una buena preparación para la práctica clínica. Se visualiza su incorporación desde el inicio al término de la carrera. Sin embargo, para áreas como salud mental otras metodologías podrían ser más adecuadas para mejorar las habilidades de comunicación.
Introduction: in the context of the global pandemic due to COVID-19, new teaching-learning methodologies were incorporated to contribute to learning objectives in the face of the closure of the university and clinical fields. This research assesses the perception and experience of third and fourth-year undergraduate nursing students regarding using virtual simulation scenarios as a to complement clinical practice. Materials and methods: 68 students (26%) responded to the perception survey about their experienceusing virtual simulation through the vSim for Nursing™ software. A quantitative and qualitative analysis of the data was carried out. Results: 89.7% of the students considered that virtual simulation is rewarding for learning and that it contributes mainly to the understanding of the contents and the development of clinical assessment skills. Discussion: the experience in virtual simulation is realistic and practical both to learning new knowledge, reinforce previous one and thus also as good preparation for clinical practice. Their incorporation is visualized from the beginning to the end of the degree. However, for areas such as mental health, other methodologies might be more suitable to improve communication skills.
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Resumo: O objetivo deste presente estudo foi identificar quais modelos de simulação clínica virtual descritos na literatura científica são utilizados como estratégia de ensino em estudantes e profissionais de enfermagem. A simulação clínica, é uma técnica que substitui as experiências reais por experiências guiadas replicáveis permitindo aos estudantes e profissionais de enfermagem vivenciarem a representação de um acontecimento real. Uma vez que a simulação clínica virtual utiliza um computador de alto nível, fazendo com que essa técnica viabilize condições de maior segurança e autoconfiança do estudante durante sua formação teórica e prática, consolidando seus conhecimentos, habilidades e competências. Método: Revisão sistematizada do tipo Scoping Review, que consiste nas cinco etapas: (1) formulação da questão de pesquisa (2) identificação dos estudos relevantes; (3) seleção de estudos; (4) mapeamento de evidências científicas; (5) apresentação e interpretação dos resultados. As bibliotecas digitais e bases de dados escolhidas para este estudo foram: PubMed, Medline, Scielo, Scopus, BvS, Web of Science, Lilacs, Embase, Ebsco. Os descritores utilizados foram: Simulação/ Simulação clínica/ Simulação clínica virtual/ Realidade virtual /Treinamento por Simulação/ Treinamento com Simulação de Alta Fidelidade/ Simulação por Computador/ Estudante de Enfermagem/ Estratégias de ensino/ Educação. A coleta de dados ocorreu no período de 1° de maio até 1° de novembro do ano de 2020. Foram descritos os seguintes critérios de seleção: trabalhos de qualquer natureza que retratam estudos sob simulação clínica virtual em estudantes de enfermagem da graduação e pós-graduação; artigos publicados na literatura nacional e internacional nos idiomas português, inglês e espanhol dos últimos 20 anos, desde janeiro 2000 até agosto 2020, todos estes disponíveis online nas bases de dados consultados e aqueles que respondem ao problema ou questão de revisão. Os dados extraídos foram analisados e sintetizados narrativamente. Resultados: Dos 711 artigos recuperadas na busca, foram salvas para revisão e conteúdo, onde apenas 52 artigos duplicados e excluídas por não contribuírem com elementos para a análise temática desta revisão, 507 estudos foram excluídos com base no título e resumo, dos quais 152 foram selecionados, assim 99 estudos foram excluídos com base no conteúdo. Apenas 53 estudos atenderam os critérios de seleção para o estudo. Destes, 16 foram selecionados no Scopus, 17 no Medline/PubMed, 1 no Embase, 11 no Ebesco, 1 no BvS, 7 no Web Of Science e 5 no PubMed Central. Conclusão: Esta revisão de escopo fornece uma avaliação abrangente do uso de diferentes modelos de simulação clínica virtual no ensino de enfermagem, esses modelos podem melhorar o conhecimento de estudantes e profissionais de enfermagem. Em geral, o uso da simulação de realidade virtual deve ser considerado para aprimorar o conhecimento e como complemento a outras estratégias de simulação para melhorar a qualidade e a segurança da prática clínica. No entanto, a heterogeneidade e o risco de viés entre os estudos incluídos devem ser levados em consideração. Estudos de grande escala rigorosamente desenhados são necessários para confirmar ainda mais os resultados desta revisão.
Abstract: The objective of this present study was to identify which virtual clinical simulation models described in the scientific literature are used as a teaching strategy for nursing students and professionals. Clinical simulation is a technique that replaces real experiences with replicable guided experiences, allowing nursing students and professionals to experience the representation of a real event. Since the virtual clinical simulation uses a high-level computer, making this technique possible conditions of greater security and self-confidence of the student during their theoretical and practical training, consolidating their knowledge, skills and competences. Method: Systematized review of the Scoping Review type, which consists of five steps: (1) formulation of the research question (2) identification of relevant studies; (3) selection of studies; (4) mapping of scientific evidence; (5) presentation and interpretation of results. The digital libraries and databases chosen for this study were: PubMed, Medline, Scielo, Scopus, BvS, Web of Science, Lilacs, Embase, Ebesco. The descriptors used were: Simulation / Clinical Simulation / Virtual Clinical Simulation / Virtual Reality / Training by Simulation / Training with High Fidelity Simulation / Computer Simulation / Nursing Student / Teaching Strategies / Education. Data collection took place from May 1st to November 1st, 2020. The following selection criteria were described: works of any nature that portray studies under virtual clinical simulation in undergraduate and graduate nursing students graduation; articles published in national and international literature in Portuguese, English and Spanish for the last 20 years, from January 2000 to August 2020, all of which are available online in the consulted databases and those that respond to the problem or review question. The extracted data were analyzed and synthesized narratively. Results: Of the 711 articles retrieved in the search, they were saved for review and content, where only 52 articles were duplicated and excluded for not contributing elements to the thematic analysis of this review, 507 studies were excluded based on title and abstract, of which 152 were selected, thus 99 studies were excluded based on content. Only 53 studies met the selection criteria for the study. Of these, 16 were selected from Scopus, 17 from Medline/PubMed, 1 from Embase, 11 from Ebesco, 1 from BvS, 7 from Web Of Science and 5 from PubMed Central. Conclusion: This scoping review provides a comprehensive assessment of the use of different virtual clinical simulation models in nursing education, these models can improve the knowledge of nursing students and professionals. In general, the use of virtual reality simulation should be considered to enhance knowledge and as a complement to other simulation strategies to improve the quality and safety of clinical practice. However, heterogeneity and risk of bias among included studies must be taken into account. Large-scale rigorously designed studies are needed to further confirm the results of this review.
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Estudantes de Enfermagem , Exercício de Simulação , Educação em Enfermagem , Treinamento por Simulação , Profissionais de EnfermagemRESUMO
Objective:To explore the application effect of a new evaluation system based on virtual simulation system in the evaluation of functional science experiment teaching.Methods:The data of students' learning in the 2019-2020 academic year were collected, and the impact of using virtual simulation teaching system on the achievement of teaching goals under the new teaching evaluation standard was comparatively analyzed. Questionnaire survey was conducted to study students' evaluation on the virtual simulation teaching system. SPSS 22.0 was used for chi-square test.Results:The students who used the new formative evaluation standard had a virtual academic excellence rate of 75.49% (308/408), while the unused students had an excellence rate of only 32.22% (135/419), with significant differences ( P<0.01). The number of virtual simulation items required for different teaching objectives were 4, 11 and 14, respectively, and the corresponding students' virtual simulation system outstanding rate was 99.19% (246/248), 93.14% (380/408), 84.72% (488/576), with significant differences ( P<0.01). And 93.8% (348/371) students thought the learning of the virtual simulation system could help improve the success rate of the experiment, and 93.26% (346/371) of the students believed that it had improved the ability to analyze and deal with unexpected problems in the experimental class. Conclusion:The new evaluation system based on the virtual simulation system can promote the improvement of the experimental teaching quality of functional science.
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Objective:To explore the application effect of the "combination of virtuality and actuality" practical teaching on Medical Imaging Equipment. Methods:The 2018 medical imaging technology students of Qiqihar Medical University were taken as the observation group, and the study adopted teaching method of "combination of virtuality and reality" in the practical teaching of Medical Imaging Equipment, including in-kind visit teaching (8 learning hours), experimental box circuit measurement teaching (20 learning hours) and virtual simulation teaching (16 learning hours). Besides, the 2017 medical imaging major students (control group) did not conduct virtual simulation teaching. The teaching effect and student achievement were compared between the two groups, and SPSS 17.0 was used to conduct t test and chi-square test. Results:There was significantly improvement in the practical performance of the students in the observation group compared with the control group ( t=6.44, P=0.007); the teaching satisfaction of the two groups was significantly improved ( χ2=5.25, P=0.022), and the teaching satisfaction degree was 100%. Conclusion:The teaching method of "combination of virtuality and reality" can effectively improve students' hands-on ability, strengthens their cognition of abstract principles, and solves the problems of equipment failure analysis, disassembly and installation of large-scale equipment that cannot be completed in physical teaching.
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In the spirit of curriculum-centered principle, the research group actively explored the content construction, operation mode and teaching method reform of comprehensive experimental course of basic medicine. Guided by diseases and application, experimental teaching courses based on the preparation and intervention process of animal models of diseases were extensively carried out, and "innovative" experimental items were added to ensure that the course contents reflected the frontier and the times. The course construction was guided by the training of biomedical frontier methods, making efforts to cultivate students' learning ability, practical ability and innovative ability. In addition, on the basis of optimizing the course content construction oriented to practical application and innovation, a virtual simulation experiment project is built, combined with online-offline hybrid teaching, to improve the comprehensive practical ability of trainees.
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Based on the characteristics of medical specialty, this research group has developed the virtual simulation experiment teaching project of Chinese revolutionary morality (red medicine spirit). This project uses 3D simulation technology and OpenGL technology to build a virtual experimental learning environment based on WebGL, learn general Fu Lianzhang's glorious deeds and immersive experience of the inheritance and development of the spirit of red medicine by contemporary "heroes in harms way" in the fight against the COVID-19 epidemic in the form of 3D animation interaction. Through research, it is found that virtual simulation teaching is conducive to promoting students' understanding and mastery of medical humanities and improving students' satisfaction with teaching, with good popularization value.