AIM Pathology practice teaching is the top priority of pathology teaching, to explore the application of new digital media technology in teaching of cardiovascular pathology is vital nowadays.

METHODS Through digital slice and digital specimen, network learning platform and virtual reality technology were used as teaching methods. Undergraduate students of Grade 2021 were selected as the research subjects. Students of traditional teaching team adopted traditional teaching and section + gross specimen teaching mode (control group), while students of innovative teaching team adopted virtual reality technology and digital pathology network platform mode (experimental group). The teaching effects of the two groups were evaluated by comparing the students’ satisfaction and acceptance of the teaching modes and the test scores between the control group and the experimental group.

RESULTS Students in the exaperimental group were doing significantly better in terms of experimental success rate (88.6 points vs 82 points, P<0.05) and satisfaction (the satisfaction rate of the control group is 60%, while the satisfaction rate of the experimental group is 97%, P<0.05) the teaching mode than the students in the control group. Meanwhile, the experimental group spoke highly of class atmosphere, heuristic education and cutting-edge content involved (P<0.05). CONCLUTHION Through effective scientific and technological means, students in the experimental group achieved better teaching effect and their enthusiasm to study pathology is obviously improved, which lays a solid foundation for the future study of clinical subjects.