Volume 24 Issue 2
Feb.  2026
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Article Navigation >  Chinese Journal of General Practice  > 2026  >  24(2): 302-305
ZHANG Qiong, KONG Shengnan, LI Yize, YANG Jing, ZHANG Hongmei. The application of flipped classroom based on virtual reality technology in clinical teaching of oncology[J]. Chinese Journal of General Practice, 2026, 24(2): 302-305. doi: 10.16766/j.cnki.issn.1674-4152.004384
Citation: ZHANG Qiong, KONG Shengnan, LI Yize, YANG Jing, ZHANG Hongmei. The application of flipped classroom based on virtual reality technology in clinical teaching of oncology[J]. Chinese Journal of General Practice, 2026, 24(2): 302-305. doi: 10.16766/j.cnki.issn.1674-4152.004384
shu

The application of flipped classroom based on virtual reality technology in clinical teaching of oncology

doi: 10.16766/j.cnki.issn.1674-4152.004384
  • 1.

    Department of Clinical Oncology, the First Affiliated Hospital of the Air Force Medical University, Xi'an, Shaanxi 710032, China

Funds:

 YJSZG2023136

 B-YKT202203

  • Received Date: 2025-02-18
    Available Online: 2026-04-11
    Abstract
  •   Objective  The virtual reality training system is applied in medical education by constructing a three-dimensional human anatomical model. The flipped classroom is a student-centered interactive teaching mode. This study aims to explore the application effect of virtual reality technology combined with the flipped classroom in clinical oncology teaching.  Methods  A total of 50 postgraduate students with professional degrees and standardized training residents who received standardized training in the Oncology Department of the First Affiliated Hospital of the Air Force Medical University from 2021 to 2023 were selected as participants. They were divided into an experimental group (25 people) and a control group (25 people) using the random number method. Taking breast cancer clinical teaching as an example, the experimental group adopted the flipped classroom teaching model based on virtual reality technology for clinical practice teaching, while the control group received traditional teaching. The teaching effects of the two teaching methods were compared through clinical skills assessment, questionnaire surveys, and satisfaction feedback.  Results  Compared with the control group, the experimental group showed significantly higher assessment scores in the mastery of diagnosis and treatment principle formulation and in cutting-edge clinical research knowledge (25.84±2.61 vs. 23.64±3.49, t=2.535, P=0.018; 25.64±2.27 vs. 22.56±3.39, t=3.774, P < 0.001). Moreover, the experimental group exhibited substantial improvements in self-directed learning ability, literature retrieval skills, memory and mastery of tumor TNM staging, staging accuracy, and interest in oncology learning. The differences between the two groups were statistically significant (P < 0.05).  Conclusion  The application of the flipped classroom based on virtual reality technology in clinical oncology teaching has significantly improved students' self-directed learning ability, literature retrieval skills, memory and mastery of tumor TNM staging, and interest in oncology learning. It also notably enhances their assessment scores in mastering diagnosis and treatment principles and cutting-edge clinical research. This approach plays a positive role in increasing teaching satisfaction and improving teaching effectiveness, making it worthy of further promotion and application.

     

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