Objective To explore the effect of virtual reality technology in teaching cardiovascular diseases. Methods This study uses an experimental control method. From July 2018 to September 2019, forty students of grade 2014 and grade 2015 in the Department of medicine of Peking University who were taught circulatory diseases of internal medicine were randomly divided into two groups with 20 students in each. The experimental group was taught by virtual reality technology, and the control group was taught by traditional teaching method. After the end of teaching ,questionnaire survey and systematic knowledge examination were used to evaluate the effect of different teaching methods. Results The experimental group was more interested in the new teaching method and more active in learning than the students in the control group. The students in experimental group believed that virtual reality technology did help them to understand knowledge, and build capacity to solve clinical problems, [(4.15 ± 0.67) vs. (3.40 ± 1.09), (3.85 ± 0.74) vs. (2.90 ± 0.97), (3.85 ± 0.75) vs. (3.25 ± 1.07)]. The difference between two groups was significant (all P<0.05).The scores of the knowledge test in the experimental group were higher than those in the control group[(85.65 ± 6.11) vs. (80.05 ± 9.08)], and the difference was statistically significant (P<0.05). Conclusions The virtual reality technology can stimulate students' learning interest for circulatory diseases, and foster clinical reasoning, and improve teaching quality.
Ma Teng
,
Zhang Meijing
,
Han Yalei
,
Zhang Meng
. Application of virtual reality technology in clinical teaching for cardiovascular diseases[J]. Chinese Journal of Medical Education, 2021
, 41(5)
: 403
-406
.
DOI: 10.3760/cma.j.cn115259-20201010-01443
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