Abstract:
AIM To explore the effect of virtual simulation experiments combined with flipped classroom in the teaching of physiological experiments.
METHODS A total of 60 clinical medical students were selected and randomly divided into flipped classroom group (n=30) and virtual simulation experiments combined with flipped classroom group (n=30). After the course, the teaching effects of the two groups were evaluated by specimen preparation time, experimental success rate, test scores and questionnaire survey.
RESULTS Compared with those in flipped classroom group, the specimen preparation time (15±4)min vs. (12±5)min, experimental success rate (80% vs. 97%) and test scores (81±10) vs. (89±10) were significantly better in virtual simulation experiment combined with flipped classroom group (P<0.05). The questionnaire survey results demonstrated that more than 93% students in virtual simulation experiment combined with flipped classroom group considered that combined teaching model was helpful to enhance their subjective learning initiative, mastery of experimental principles and ability of experimental operation.
CONCLUSION Virtual simulation experiment combined with flipped classroom not only improves the teaching effect of physiological experiments, but also promotes students’ comprehensive learning ability.
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