目的 探讨人体形态学虚拟仿真实验教学平台和考试平台应用于病理学实验教学的效果。方法 本研究采用实验对照方法。选取中国医科大学2014级～2016级五年制临床医学专业723名学生作为研究对象。将临床医学专业1班～4班的365名学生设为实验组,采用虚拟仿真实验教学平台教学并采用网络考试平台进行测试;将临床医学专业5班~8班358名学生设为对照组,采用实物标本讲授和纸质试卷考试方式。通过两组学生的实验考试和对实验组学生的问卷调查对教学效果进行评价。结果 实验组学生实验考试总成绩[(26.43±2.19)分]高于对照组学生[(26.06±2.39)分],其差异具有统计学意义(P<0.05)。实验组56.2%(205/365)的学生认为教学效果良好;68.5%(250/365)的学生认为灵活的教学方式能够更好地培养自主学习能力,调动参与学习的积极性;100.0%(365/365)的学生认为数字化教学资源有利于实现资源共享;92.9％(339/365)的学生认为利用形态学虚拟仿真实验考试平台可以了解自己对已学知识的掌握程度和学习效果。结论 基于网络的虚拟仿真实验教学平台和考试平台提高了学生的实验考试成绩,有利于培养学生的自主学习能力,基本得到学生的认可。

Objective To explore the pathology experiment teaching effect on the virtual simulation experimental teaching platform and examination platform of human morphology.Methods The experimental control method was used in this study.Totally 723 students of five-year clinical medicine major from 2014 to 2016 in China Medical University were selected as the research objects.Three hundreds and sixty-five students from class 1 to 4 in five-year clinical medicine major were selected as the experimental group.The virtual simulation experimental teaching platform was used to teach and the test of network examination platform was added.All 358 students from class 5 to 8 in five-year clinical medicine major were selected as control group.The specimen teaching mode and the paper examination mode were adopted.The teaching effect was evaluated by questionnaire survey of the experimental group student and examination results of the two groups.Results The test scores of students in the experimental group were higher than that in the control group (26.43±2.19 vs 26.06±2.39).The differences were statistically significant (all P<0.05).It was shown that 56.2% (205/365) of the experimental group thought that the teaching effect was good;68.5% (250/365) of the students thought that flexible teaching mode could better in capacity building for self-learning and for mobilization of enthusiasm of participating in learning;100.0% (365/365) of the students thought that digital teaching resources were conducive to resource sharing;It was also found that 92.9% (339/365) of the students believed that digital teaching resources were conducive to resource sharing.Students think that the self-test system based on virtual simulation experiment platform of morphology can understand their mastery of knowledge and learning effect.Conclusions The virtual simulation experimental teaching platform and examination platform can improve students' experimental examination results,help to cultivate students' autonomous learning ability,and are basically recognized by students.