Application of virtual case teaching integrating SP and OSCE in experimental exercise therapy courses

Chen Mi; Zulipinuer Abudusadike; Abudukadier Wulamu; Yan Huirong; Zhu Lin; Zulifeiya Aletengbieke; Xu Peiling; Wu Hengmin; Zhang Tiecheng; Wang Baolan; Li Chao

doi:10.3760/cma.j.cn116021-20231020-01781

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Application of virtual case teaching integrating SP and OSCE in experimental exercise therapy courses

Clinical Teaching | 更新时间：2025-05-30

- Application of virtual case teaching integrating SP and OSCE in experimental exercise therapy courses
- Chinese Journal of Medical Education Research Vol. 24, Issue 5, Pages: 675-680(2025)
- 作者机构：
  
  1.新疆医科大学第一附属医院康复医学科，乌鲁木齐 830054
  2.新疆医科大学第一附属医院呼吸科，乌鲁木齐 830054
- 作者简介：
  
  Li Chao, Email: 596970592@qq.com
- 基金信息：
  
  2021 Xinjiang Medical University 11th School-Level Education and Teaching Reform Research Project(YG2021080);National Science Foundation of Xinjiang(2020D01C246)
- DOI：10.3760/cma.j.cn116021-20231020-01781
  CLC： R87
- Received：20 October 2023，
  
  Published：20 May 2025
- 稿件说明：
移动端阅览
陈祢, 祖丽皮努尔·阿卜杜萨迪克 , 阿布都卡地尔·吾拉木 , 等. 融合SP与OSCE的虚拟病例教学在运动疗法学实验课程中的应用[J]. 中华医学教育探索杂志, 2025, 24(5): 675-680.

Chen Mi, Zulipinuer Abudusadike, Abudukadier Wulamu, et al. Application of virtual case teaching integrating SP and OSCE in experimental exercise therapy courses[J]. Chinese journal of medical education research, 2025, 24(5): 675-680.
陈祢, 祖丽皮努尔·阿卜杜萨迪克 , 阿布都卡地尔·吾拉木 , 等. 融合SP与OSCE的虚拟病例教学在运动疗法学实验课程中的应用[J]. 中华医学教育探索杂志, 2025, 24(5): 675-680. DOI： 10.3760/cma.j.cn116021-20231020-01781.

Chen Mi, Zulipinuer Abudusadike, Abudukadier Wulamu, et al. Application of virtual case teaching integrating SP and OSCE in experimental exercise therapy courses[J]. Chinese journal of medical education research, 2025, 24(5): 675-680. DOI： 10.3760/cma.j.cn116021-20231020-01781.

摘要

目的

通过观察融合标准化病人（standardized patients，SP）和客观结构化临床考试（objective structured clinical examination，OSCE）的虚拟病例教学法在运动疗法学实验课程中的应用效果，以评估该方法在提升学生临床思维和实践操作技能方面的优势。

方法

2023年4月选取新疆医科大学康复治疗学本科专业2021级的52名学生和2022级的54名学生，按班级分为试验组和对照组。在运动疗法学课程关于肩关节松动术的实验课上，试验组均采用虚拟标准化病例教学。对于2021级对照组采用由学生扮演的SP教学，而2022级对照组则沿用传统的“教师讲授+演示”教学方式。教学结束后，进行理论考试、病例分析、操作考试及教学满意度调查。所有数据采用SPSS 25.0软件进行

检验和卡方检验。

结果

2021级和2022级试验组的理论考试成绩与对照组差异无统计学意义（

=0.207、0.097），但操作考试成绩均优于对照组（

=0.013、0.002）。在病例分析考试中，2022级试验组成绩均优于对照组（

=2.84，

=0.006），而2021级两组间差异无统计学意义（

=1.53，

=0.132）。所有学生都认为虚拟标准化病例教学最能增加学习趣味性。在理解难点知识、增加主动参与和培养诊疗思维这3个方面，2022级学生对虚拟标准化病例教学的满意度更高，而2021级学生则认为虚拟标准化病例教学与学生扮演的SP教学差异无统计学意义，且后者更有助于提高医患沟通技巧。

结论

采用虚拟标准化病例教学法进行运动疗法学实验课教学，能有效提升学生的实践操作和病例分析能力，对培养学生整体诊疗思维能力具有一定的应用价值。

Abstract

Objective

To evaluate the effectiveness of virtual case teaching integrating standardized patients (SP) and objective structured clinical examination (OSCE) in enhancing students' clinical thinking and practical skills in experimental exercise therapy course.

Methods

In April 2023

52 students from the 2021 cohort and 54 students from the 2022 cohort of the Rehabilitation Therapy undergraduate program at Xinjiang Medical University were selected and divided into the experimental group and control group according to their classes. In the shoulder joint mobilization experimental class of th

e exercise therapy course

virtual SP teaching was performed in the experimental group of both cohorts. For the control group

student-led SP teaching was performed in the 2021 cohort

while the traditional "lecture + demonstration" method was used in the 2022 cohort. Upon completion of teaching

theoretical exams

case analysis

practical exams

and a teaching satisfaction survey were conducted on the students. Data were analyzed using the

-test and chi-square test in SPSS 25.0.

Results

In both cohorts

the experimental group had similar theoretical exam scores (

=0.207 and

=0.097

respectively) to the control group

but had higher practical exam scores (

=0.013 and

=0.002

respectively) than the control group. In the case analysis exam

the experimental group scored higher than the control group in the 2022 cohort (

=2.84

=0.006) but similarly to the control group in the 2021 cohort (

=1.53

=0.132). All students believed that virtual SP teaching was most engaging. In terms of understanding complex concepts

increasing active participation

and fostering clinical thinking

the 2022 cohort was more satisfied with virtual SP teaching

whereas the 2021 cohort experienced no significant difference between virtual SP teaching and student-led SP teaching. In addition

the 2021 cohort found that student-led SP teaching was more helpful for improving doctor-patient communication skills.

Conclusions

The application of virtual SP teaching in the experimental exercise therapy course effectively enhances students' practical skills and case analysis capabilities

contributing greatly to their overall clinical management thinking.

关键词

Keywords

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