虚拟现实模拟对人体寄生虫学教学中医学生学习和动机的影响：一项准实验研究。

Effects of virtual reality simulation on medical students' learning and motivation in human parasitology instruction: a quasi-experimental study.

机构信息

Department of Visual Communication and Technology Education, Bowling Green State University, Bowling Green, OH, USA.

Department of Pathogen Biology, Key Laboratory of Pathogen Biology of Jiangsu Province, Nanjing Medical University, Nanjing, China.

出版信息

BMC Med Educ. 2023 Sep 3;23(1):630. doi: 10.1186/s12909-023-04589-3.

DOI:10.1186/s12909-023-04589-3

PMID:37661271

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC10476417/

Abstract

BACKGROUND

Despite the proven effectiveness of simulation-based learning activities, its adoption in medical education remains limited, and the influence of simulation on student motivation, particularly subjective task values, is seldom explored. This study aimed to investigate the impact of a simulation-based learning activity on student learning and subjective task values in a medical morphology-related course of Human Parasitology.

METHODS

A quasi-experimental study was conducted with 113 Chinese undergraduate medical students who participated in a Human Parasitology course during April to May 2022. Students were divided into two groups: Simulation Group (n = 55), where students used the simulation, and Lecture Group (n = 58), where students attended an online lecture. Students' learning was measured prior to the intervention, immediately after the intervention, and three weeks later to assess knowledge retention. The subjective task values questionnaire was administered before and after the interventions. Data were analyzed using one-way ANCOVA and MANOVA.

RESULTS

Students in the Simulation Group exhibited significantly higher knowledge gain compared to the Lecture Group [F (1,110) = 23.69, p < 0.01]. Additionally, the Simulation Group retained knowledge significantly better than the Lecture Group [F (1,101) = 10.05, p < 0.005]. Furthermore, students in the Simulation Group experienced a significant increase in subjective task values after the intervention [F (3, 52) = 3.57, p < 0.05, η = 0.17], while students in the Lecture Group reported a significant decrease in subjective task values [F (3, 55) = 2.96, p < 0.05, η = 0.14].

CONCLUSIONS

Simulation-based learning not only leads to superior learning but also enhances students' subjective task values. These findings offer valuable insights into designing effective simulation-based learning experiences in medical education and have significant practical implications for educators and medical professionals.

摘要

背景

尽管基于模拟的学习活动已被证明有效，但它在医学教育中的应用仍然有限，而且模拟对学生动机的影响，特别是主观任务价值，很少被探讨。本研究旨在调查基于模拟的学习活动对医学形态学相关人体寄生虫学课程中学生学习和主观任务价值的影响。

方法

采用准实验研究，于 2022 年 4 月至 5 月招募 113 名中国本科医学生参与人体寄生虫学课程。学生被分为两组：模拟组（n=55），学生使用模拟；讲座组（n=58），学生参加在线讲座。在干预前、干预后和三周后测量学生的学习情况，以评估知识保留情况。在干预前后使用主观任务价值问卷进行调查。采用单因素方差分析和多变量方差分析进行数据分析。

结果

与讲座组相比，模拟组学生的知识增益显著更高[F(1,110)=23.69, p<0.01]。此外，模拟组学生的知识保留显著优于讲座组[F(1,101)=10.05, p<0.005]。此外，模拟组学生在干预后主观任务价值显著增加[F(3, 52)=3.57, p<0.05, η=0.17]，而讲座组学生的主观任务价值显著降低[F(3, 55)=2.96, p<0.05, η=0.14]。