Research on the application of integrating VR immersive teaching with cutting-edge disciplinary progress in general surgery training
10.3760/cma.j.cn116021-20231212-01794
- VernacularTitle:学科前沿进展融入VR沉浸式教学在普外科规培教学中的应用研究
- Author:
Jingyi ZHONG
1
;
Gang LI
;
Liu YANG
Author Information
1. 南京医科大学第四临床医学院，南京 210029
- Keywords:
Cutting-edge disciplinary progress;
VR immersive teaching;
General surgery;
Regulated training
- From:
Chinese Journal of Medical Education Research
2024;23(7):1000-1004
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the application of integrating cutting-edge disciplinary progress into VR immersive teaching in general surgery training.Methods:A total of 80 students who underwent rotational training in the General Surgery Department of Jiangsu Cancer Hospital from 2019 to 2023 were selected as the research subjects. They were divided into a control group and an observation group (40 students in each group) based on the order of admission. The control group received traditional teaching, while the observation group received VR immersive teaching integrated with cutting-edge disciplinary progress. After the teaching, the comprehensive abilities of the two groups of trainees and the satisfaction of teacher-student mutual evaluation were assessed. The t-test was performed using SPSS 22.0. Results:Before teaching, there were no significant differences between the two groups of trainees in scores of theoretical knowledge, health education, basic operations, and specialized operations. After teaching, trainees in the observation group showed significantly higher scores than those in the control group in theoretical knowledge, health education, basic operations, and specialized operations ( P<0.001). Teachers of the observation group scored significantly higher than those of the control group in terms of work ability, work attitude, learning and enterprising spirit, errors and accidents, ideological and moral character, labor discipline, mental health status, and overall satisfaction of the trainees ( P<0.05). Trainees of the observation group scored significantly higher than those of the control group in terms of training teaching activities, professional teaching ability, teaching attitude, self-cultivation work ability, and overall satisfaction of the teachers ( P<0.05). Conclusions:The integration of cutting-edge disciplinary progress into VR immersive teaching improves the comprehensive abilities of trainees and the quality of clinical teaching, as well as the satisfaction of teacher-student mutual evaluation.
