目的 探讨虚拟仿真(virtual reality,VR)情境模拟教学在院前急救培训中的应用效果。方法 采用试验对照方法,选取2023年7月至12月在温州医科大学附属衢州医院(衢州市人民医院)实习的2019级五年制临床医学专业60名本科生为研究对象。采用随机数字表法将其随机分为试验组和对照组,每组30名学生。试验组采用虚拟仿真情境模式进行教学,对照组采用传统教学模式进行教学,比较两组学生院前急救能力提升效果。两组学生在完成教学后开展急救理论知识考试,进行心肺复苏术(cardiopulmonary resuscitation, CPR)实践考核,并开展学生学习热情及培训学习效果和满意度的问卷调查。采用t检验和χ2检验进行数据分析,对2种教学方式进行效果评价。结果 试验组学生理论考试和CPR实践考核成绩均高于对照组学生[(43.07±2.44)比(40.97±2.25)分,(43.23±2.67)比(39.80±2.77)分],其差异均具有统计学意义(均P＜0.05)。问卷调查结果显示,试验组的教学材料动机调查问卷总得分明显高于对照组[(158.43±8.73)比(142.40±6.61)分](P<0.05),试验组学生的满意度评分明显高于对照组[(93.73±1.55)比(90.97±1.85)分](P<0.05)。结论 VR情境模拟教学在院前急救培训中的应用,可以提高学生的培训成绩、学习热情、培训学习效果和满意度。
Objective This study aims to explore the application of virtual reality (VR) scenario simulation in pre-hospital emergency care training. Methods The experimental-control method was adopted. This study enrolled 60 fifth-year clinicalmedical students (class of 2019)duringtheir internship at the Affiliated Quzhou Hospital of Wenzhou Medical University (Quzhou People′s Hospital) from July to December 2023. All participants were randomly assigned into two groups using a random number table: a control group of 30 students and an experimental group of 30 students. The control group received traditional teaching methods, while the experimental group underwent teaching using virtual reality (VR) scenario simulation. The study compared the differences in improvement of pre-hospital emergency care abilities between the two groups. After completing the training, all students underwent theoretical knowledge exams, cardiopulmonary resuscitation (CPR) practical assessments, and conducted a questionnaire survey on learning enthusiasm, training effectiveness, and satisfaction. Data analysis was conducted using t-tests and chi-square tests to compare exam scores, enthusiasm for learning, training effectiveness evaluation, and course satisfaction between the two groups, evaluating the teaching effectiveness of the two instructional modes. Results The experimental group achieved significantly higher scores in both knowledge and skills assessments compared to the control group [(43.07±2.44) vs.(40.97±2.25) , (43.23±2.67) vs.(39.80±2.77)](both P＜0.05). The results of the student learning enthusiasm questionnaire showed that the total score of the teaching material motivation questionnaire in the experimental group was significantly higher than that in the control group [(158.43±8.73) vs.(142.40±6.61)](P＜0.05).The results of the questionnaire survey on student training satisfaction showed that the training satisfaction scores of the experimental group students were significantly higher thanthe control group [(93.73±1.55) vs.(90.97±1.85)](P<0.05). Conclusions The application of VR in pre-hospital emergency care training enhances student performance, enthusiasm for learning, training effectiveness, and satisfaction.
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