疫情防控常态化背景下"互联网+"虚拟仿真教学在诊断学实训教学中的价值

目的探讨疫情防控常态化背景下"互联网+"虚拟仿真教学模式在诊断学实训教学中的应用价值。 方法选取甘肃中医药大学中医学本科2018级90名学生(对照组)和2019级88名学生(实验组),实验组采用线上线下相结合混合式教学方法,对照组采用线下传统实训教学模式,比较两组诊断学成绩及满意度问卷调查结果。 结果实验组学生平时成绩(89.53±7.58)分]和总评成绩(78.72±9.01)分]均高于对照组平时成绩和总评成绩(75.25±7.83)分,(65.71±8.87)分],均差异有统计学意义(t＝－12.36,－9.71 ;均P<0.05)。实验组学生的期末理论成绩(86.56±7.58)分]和期末实训技能成绩(83.79±7.77)分]均高于对照组(73.33±8.95)分,(69.45±7.93)分],均差异有统计学意义(t＝－10.63,－12.18;均P<0.05)。问卷调查方面评分显示,实验组教学模式比对照组教学模式能够有效激发学习兴趣(89.77%,72.22%)、丰富教学渠道(93.18%,83.33%)、促进反复实践能力(89.77%,70.00%)、提升综合思维能力和临床诊疗思维能力(95.45%,73.33%)(χ²＝8.86,4.15,10.78,16.43,均P<0.05)。 结论疫情防控常态化背景下"互联网+"虚拟仿真教学的应用,可弥补疫情防控常态化背景下医学信息化教学存在的软硬件短板,丰富教学内容,提高学生动手操作能力,对于实践性很强的诊断学来说具有非常重要的意义。

The value of " Internet + " virtual simulation teaching in diagnostic practice teaching under the background of epidemic prevention and control normalization

ObjectiveTo explore the application value of a " Internet + " virtual simulation teaching model for diagnostics training under the background of epidemic prevention and control normalization. MethodsIn Gansu University of Chinese Medicine, 88 students from grade 2019 were selected as the experimental group, while 90 students from grade 2018 were chosen as the control group. The control group employed an offline standard training instruction approach, while the experimental group used a combination of online and offline blended teaching method. ResultsThe daily and total scores of the experimental group (89.53±7.58, 78.72±9.01) were higher than those of the control group (75.25±7.83, 65.71±8.87), and the differences were statistically significant (t=-12.36, -9.71, all P<0.05). The final theoretical score (86.56±7.58) and practical skills score (83.79±7.77) of the experimental group were higher than those of the control group (73.33±8.95, 69.45±7.93), and the differences were statistically significant (t=-10.63, -12.18, all P<0.01). The results of questionnaire survey showed that the experimental group teaching model could effectively stimulate learning interest (89.77%), enrich teaching channels (93.18%), promote repeated practice ability (89.77%), improve comprehensive thinking ability and clinical thinking ability (95.45%) compared with the control group (72.22%, 83.33%, 70.00%, 73.33%) (χ²=8.86, 4.15, 10.78, 16.43, all P<0.05). ConclusionThe use of " Internet + " virtual simulation teaching in the context of epidemic prevention and control normalization can compensate for the limitations of software and hardware in medical information teaching, enrich the teaching material, enhance students′ practical ability, and is crucial for practical diagnostics.