Objective

2

To construct a Comprehensive Experiment of Basic Medicine course system based on systematic integration

investigate a diversified blended teaching model that integrates virtual and real elements

and provide experience and reference for the reform of comprehensive experimental teaching and the cultivation of medical talents.

Methods

2

By integrating digital teaching resources such as virtual simulation experiments

we restructured the teaching content based on the "organ systems" knowledge framework

built a multi-tiered and interdisciplinary teaching team

and implemented a blended teaching mo

del that combines virtual and real-world elements. Students majoring in clinical medicine enrolled in 2021 were selected as the experimental group (114 students)

and those enrolled in 2019 were assigned to the control group (113 students). The experimental group received systematically integrated experimental content and a blended teaching model

while the control group received traditional experimental content and teaching model. The course scores of the two groups of students (theoretical scores

practical scores

and total scores) were compared. The satisfaction of students enrolled in 2021 with the integration of virtual and real elements and the blended teaching model was investigated. SPSS 25.0 was used for independent samples

t

test.

Results

2

The theoretical score of the experimental group was significantly higher than that of the control group [(76.99±5.62) vs. (73.23±7.60)

P

=0.001

]

. There were no significant differences in the practical scores [(89.30±8.95) vs. (89.27±8.50)

]

and total scores [(83.38±7.20) vs. (81.27±7.92)

]

between the two groups (

P

>

0.05). Among the students in the experimental group

92.11% (105/144) believed that integrating virtual simulation experiments into the course was conducive to stimulating learning interest and enthusiasm

and 91.23% (104/114) believed that this approach improved their understanding and mastery of the experimental content and experimental skills. Students reported improvements in various abilities after the course

including teamwork ability (91.23%

104/114)

ability to analyze and solve problems (78.95%

90/114)

comprehensive experimental ability (77.19%

88/114)

medical professional quality (69.30%

79/114)

and scientific research and innovation ability (58.77%

67/114).

Conclusions

2

Through the innovative exploration and practice of course content and teaching models in this teaching reform

the teaching content and teaching links were optimized

effectively improving student knowledge acquisition and comprehensive application abilities.