Volume 23 Issue 9
Sep.  2025
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Article Navigation >  Chinese Journal of General Practice  > 2025  >  23(9): 1583-1586
DIAO Yanjun, ZHOU Lei, YANG Liu, ZHOU Ke, ZHANG Xiang, LI Rui, CAO Weiwei, HAO Xiaoke, LIU Jiayun. Application of Micro-lecture and virtual simulation teaching mode in Experimental Diagnostics[J]. Chinese Journal of General Practice, 2025, 23(9): 1583-1586. doi: 10.16766/j.cnki.issn.1674-4152.004182
Citation: DIAO Yanjun, ZHOU Lei, YANG Liu, ZHOU Ke, ZHANG Xiang, LI Rui, CAO Weiwei, HAO Xiaoke, LIU Jiayun. Application of Micro-lecture and virtual simulation teaching mode in Experimental Diagnostics[J]. Chinese Journal of General Practice, 2025, 23(9): 1583-1586. doi: 10.16766/j.cnki.issn.1674-4152.004182
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Application of Micro-lecture and virtual simulation teaching mode in Experimental Diagnostics

doi: 10.16766/j.cnki.issn.1674-4152.004182

  • Experimental Diagnosis Teaching and Research Office of the First Affiliated Hospital of Air Force Medical University, Xi' an, Shaanxi 710032, China

Funds:

 2021LXZX3-01

  • Received Date: 2025-01-18
    Available Online: 2025-11-17
    Abstract
  •   Objective  Experimental Diagnostics is recognized as a critical course for cultivating clinical diagnosis and treatment capabilities. However, current teaching faces three major challenges: complex correlations between indicators, insufficient experimental resources, and rigid teaching models, which necessitate innovative pedagogical approaches to enhance training quality. Therefore, this study investigates the application effectiveness of integrating micro-lectures and virtual simulation teaching models in the curriculum of Experimental Diagnostics.  Methods  A total of 128 students included in the experimental diagnosis teaching and research office of the First Affiliated Hospital of Air Force Medical University from the Grade 2020 five-year clinical medicine program were selected as the control group and received traditional teaching methods. Meanwhile, 126 students from the Grade 2021 five-year clinical medicine program were chosen as the observation group, in addition to the traditional methods, were exposed to a teaching model incorporating micro-lectures and virtual simulation. The assessment results, knowledge, attitude, and practice (KAP) level, teaching effect, learning interest, and teaching satisfaction of the two groups were compared.  Results  The theoretical knowledge, experimental operation, and total scores of the observation group were higher than those of the control group (P < 0.05). After learning, KAP scores and teaching effectiveness in the observation group were higher than those in the control group (P < 0.05). The effect of the observation group on improving knowledge memory, learning efficiency, autonomous learning ability, and clinical thinking ability were higher than those of the control group (P < 0.05). The study' s interest in experimental diagnostics in the observation group was higher than that in the control group after learning (P < 0.05). The satisfaction of teaching methods and learning results in the observation group was higher than that in the control group [94.44% (119/126) vs. 83.59% (107/128), 92.06% (116/126) vs. 78.90% (101/128), P < 0.05]. Conclusion Micro-lecture and virtual simulation teaching mode can complement the traditional teaching mode, which can not only improve students' assessment results, learning interest, and KAP level, but also improve the teaching effect and be recognized by students.

     

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