虚拟仿真技术用于流行病学教学的系统综述

目的 系统梳理虚拟仿真技术用于流行病学教学的进展、优缺点、注意事项和未来趋势。方法 以流行病学、教学、虚拟仿真作为关键词，系统检索PubMed、Web of Science、Embase、中国知网、万方数据知识服务平台、维普论文检测系统，筛选并采用叙述整合法对纳入文献进行归类、整合和分析。检索国内虚拟仿真教学平台，筛选纳入现有流行病学虚拟仿真教学项目进行整合和分析。结果 共纳入22篇文章（中文7篇，英文15篇），大多为面向公共卫生专业学生的教学项目。检索到国内流行病学虚拟仿真课程国家级一流课程24项，省级一流课程21项。虚拟仿真技术用于流行病学教学仍处在起步阶段，交互程度多为中等，主要用于3类场景：提高复杂概念和结构的可视化程度，借助低风险、低成本的虚拟环境培训操作技能，作为流行病学现场调查和应对突发公共卫生事件教学的有效补充。效果方面，利于学生理解流行病学相关现象和原理，具有突破时空限制、降低教学成本和风险、提高学生专注度和满意度等优势。但也面临起步阶段基础不足，部分学生出现抗拒心理和生理不适等问题。未来需优化开发流程、程序设计等方面，同时应对成本测算、效果评价、课程整合等进行更深入的研究。结论 虚拟仿真技术用于流行病学教学是培养高层次应用型公共卫生人才的重要一环，鼓励结合医防融合的医疗卫生工作重点，积极开展流行病学虚拟仿真教学，培养具有中国特色的公共卫生人才。

Application of virtual simulation technology in epidemiology education: a systematic review

Objective To systematically review the progress, advantages, disadvantages, precautions and future trends of virtual simulation technology used in epidemiology teaching. Methods A systematical literature retrieval was conducted by using PubMed, Web of Science, Embase, China National Knowledge Infrastructure, Wanfang Data and VIP Paper Check System with key words of epidemiology, teaching and virtual simulation, and the literatures included were screened and classified with narrative integration method. Chinese virtual simulation teaching platforms were used to select the literatures about existing epidemiology virtual simulation teaching projects for integration and analysis. Results A total of 22 articles were included (7 in Chinese and 15 in English), most of which were teaching projects for students majoring in Public Health. We also found 24 national first-class courses and 21 provincial first-class courses in virtual simulation of epidemiology in China. The application of virtual simulation technology in epidemiology education is still in its infancy, and the interaction degree is mostly moderate. It is mainly used in three scenarios: improving the visualization degree of complex concepts and structures, training the operational skills through low-risk and low-cost virtual environment, serving as an effective supplement to the teaching of epidemiological field investigation and response to public health emergencies. In terms of effect, it is conducive to students'' understanding of epidemiology related phenomena and principles, and has the advantages of breaking through time and space constraints, reducing teaching costs and risks, improving students'' attention and satisfaction and so on. However, it also faces the lack of foundation in the initial stage, and some students have problems such as psychological and physiological discomfort. In the future, we need to optimize the development process, program design and so on. At the same time, we should conduct more in-depth research on cost calculation, effect evaluation and curriculum integration. Conclusions The application of virtual simulation technology in epidemiology education is an important part of training high-level applied public health talents. We encourage to actively carry out virtual simulation teaching in epidemiology, and train public health talents with Chinese characteristics.