Meng Ling, Liu Xia, Ni Jing, Shen Pei, Jiao Fengping
School of Public Health, Shandong First Medical University and Shandong Academy of Medical Sciences, Jinan, Shandong Province, China.
Front Med (Lausanne). 2024 Feb 21;11:1255088. doi: 10.3389/fmed.2024.1255088. eCollection 2024.
As a convenient teaching tool, virtual simulation experiment technology had been widely utilized in the field of medical education. However, virtual learning could not fully replace the benefits of in-person instruction. Therefore, finding ways to integrate both methods was crucial for achieving optimal educational outcomes. The objective of this study was to compare the effectiveness of the self-built virtual simulation and design experiment combining teaching mode and the traditional experimental teaching mode in the clinical microbiology examination experiment teaching.
This study was conducted at Shandong First Medical University in China. The experimental group consisted of 100 third-year students from the grade 2020 majoring in medical examination technology, who underwent an innovative teaching model combining virtual and real experiments. The control group comprised of 100 third-year students from the grade 2019 in the same major, who received traditional experimental teaching model. In this study, we referred to grade 2020 as cohort 2020 and grade 2019 cohort 2019. The performance of both groups was assessed via experimental and theoretical testing. Meanwhile, survey questionnaires were administered to evaluate the efficacy of the innovative experimental teaching model and students' level of satisfaction with it. Cohort 2020 conducted a survey for modules 1 to 4, while cohort 2019 only conducted a survey for module 4, as detailed in the Appendix.
The majority of students in the experimental group expressed satisfaction with the teaching model that combined virtual and real experiments, as evidenced by their superior performance on both experimental operational skills (87.54 ± 8.93 vs. 82.39 ± 10.55) and theoretical knowledge tests (83.65 ± 9.02 vs. 80.18 ± 8.24) compared to those in the control group.
The combination of virtual simulation experiment and design experiment in the microbiological examination of clinical specimens represented an effective pedagogical approach. The instructional approach had the potential to incite a passion for learning, enhance proficiency in standardized experimental techniques, foster the ability to integrate theory with practice, and cultivate clinical reasoning skills.
作为一种便捷的教学工具，虚拟仿真实验技术已在医学教育领域得到广泛应用。然而，虚拟学习无法完全替代面对面教学的益处。因此，找到将这两种方法相结合的方式对于实现最佳教育效果至关重要。本研究的目的是比较自建虚拟仿真与设计实验相结合的教学模式和传统实验教学模式在临床微生物学检验实验教学中的效果。
本研究在中国山东第一医科大学进行。实验组由100名2020级医学检验技术专业三年级学生组成，他们接受了虚拟与真实实验相结合的创新教学模式。对照组由100名同专业2019级三年级学生组成，他们接受传统实验教学模式。在本研究中，我们将2020级称为2020队列，2019级称为2019队列。通过实验测试和理论测试对两组的表现进行评估。同时，发放调查问卷以评估创新实验教学模式的效果以及学生对其的满意度。如附录中详细说明的，2020队列对模块1至4进行了调查，而2019队列仅对模块4进行了调查。
实验组的大多数学生对虚拟与真实实验相结合的教学模式表示满意，这体现在他们在实验操作技能（87.54±8.93对82.39±10.55）和理论知识测试（83.65±9.02对80.18±8.24）方面的表现均优于对照组。
临床标本微生物学检验中虚拟仿真实验与设计实验相结合是一种有效的教学方法。该教学方法有可能激发学习热情，提高标准化实验技术的熟练程度，培养理论与实践相结合的能力，并培养临床推理技能。
