Abstract: Objective To explore the application value of virtual simulation in the teaching of mechanical ventilation in non-critical-medicine residents. Methods Adopting experimental control methods. Ninty-five non-critical-medicine residents rotating in intensive care unit for 2 months from October, 2021 to December, 2022 were enrolled and randomly divided by random number table method into experimental group (47) and control group (48). Residents in the experimental group received 6 hours of traditional mechanical ventilation teaching and 4 hours of virtual simulation teaching, while the residents in the control group received 12 hours of traditional mechanical ventilation teaching. The teaching effect was evaluated through the results of knowledge test, skill examination and questionnaire survey. T-test was used for comparison between groups. Results The knowledge test score and skill examination score of the residents in the experimental group were higher than those in the control group [(84.94±10.04) vs. (68.73±14.36), (82.36±10.03) vs. (54.71±13.85)]; The results of the questionnaire survey revealed a high level of satisfaction with teaching methods among 97.9%(46/47) residents in the experimental group, compare with only 41.7%(20/48) residents in the control group; There were statistically significant differences between the two groups (all P<0.001). Conclusions Virtual simulation teaching is beneficial to improve the knowledge level, operational skills, and learning satisfaction of non-critical-medicine residents.

Key words: Intensive care, Virtual simulation teaching, Mechanical ventilation, Non-critical-medicine, Residents