目的 探讨虚拟仿真实验在预防医学实验教学中的应用效果。方法 2020年9月至2021年12月,采用试验对照方法,选取某医学院校2018级和2019级五年制预防医学专业共308名学生为研究对象,2018级147名学生设为试验组,采用虚拟仿真实验教学方式;2019级161名学生设为对照组,采用传统线下教学方式,通过实验项目成绩和问卷调查结果评价教学效果,通过秩和检验和t检验进行数据分析。结果 试验组学生在“有机磷食物中毒应急处置”[(9.03±0.47)分比(8.40±0.59)分, P=0.011]、“洪涝灾害卫生应急演练”实验 [(9.31±0.56) 分比( 8.44±0.50)分,P =0.001] 的操作评价成绩均高于对照组,但在“防护服的穿戴”实验的操作评价成绩低于对照组[(8.79±0.41)分比(9.49±0.51)分, P=0.003]。除交互体验感外,试验组学生对实验教学方式的满意度均高于对照组[如对实验项目的感兴趣程度95.2%(140/147)比55.3%(89/161)],其差异均具有统计学意义(均P<0.05)。结论 虚拟仿真实验有助于提高学生对预防医学实验教学的满意度,在不同实验中的应用效果存在差异,建议根据不同实验的特点采用不同教学方式,做到线上线下相结合、优势互补。

Objective To evaluate the teaching effect by virtual simulation experiments for the teaching of students majoring in preventive medicine. Method The study was conducted from September 2020 to December 2021. A total of 308 students majoring in preventive medicine in a medical school were selected as study subjects. Among them, 147 students enrolled in 2018 were set as the experimental group trained by teaching method with virtual simulation experiment teaching method, and the control group including 161 students enrolled in 2019 adopted were set as the control group, using the traditional off-line teaching method. The teaching effect was evaluated by the scores from experimental group and that from control group and the result of questionnaire survey. The data were analyzed by rank sum test and t-test. Results The comparison of scores from experimental group comparison of scores from experimental group and from control group is shown as follows: emergency treatment off organo-phosphorus food poisoning[ (9.03±0.47) vs.(8.40±0.59), P=0.011]; flood disaster health emergency drill [(9.31±0.56) vs. (8.44±0.50), P=0.001] and wearing protective clothing[ (8.79 ± 0.41) vs.( 9.49±0.51), P=0.003], the only item in which the score from control group is higher than that of experiment group is “wearing protective clothing”. The results of the questionnaire indicated that, except for the sense of interactive experience, the percentage of experimental group students' satisfaction with the experimentalteaching method was higher than that of the control group, for example, the item of “the degree of interest in the experimental project” [95.2%(140/147) vs.55.3%(89/161)], the difference was statistically significant (all P<0.05). Conclusions The application of virtual simulation experiments in teaching of preventive medicine experiment enhances students' satisfaction with experimental teaching method, It is suggested to choose teaching methods according to the characteristics of different experiments, so as to achieve the complementary advantage of online and offline methods.