【摘要】 目的 应用柯氏评估模型探讨虚拟仿真技术联合改良SPLICE教学法在皮肤科临床实践教学中的应用效果。方法 选取2023年3—7月在锦州医科大学附属第一医院皮肤科见习的2020级临床医学专业本科生共80名作为研究对象。采用随机分组法分为试验组（n=40）和对照组（n=40）。试验组采用虚拟仿真技术联合改良SPLICE教学法；对照组采用传统教学。应用柯氏评估模型从4个层级评估两种教学方法的教学效果。结果 反应层评价，试验组医学生在教学内容、教学方法、教学资源、激发学习兴趣、知识内化、知识拓展、增强职业信心等维度评分均高于对照组（P<0.001）。学习层评价，试验组学生理论知识和临床实践考核成绩均高于对照组（P<0.001）。行为层评价，试验组学生在理论知识运用、临床技能运用、自主学习能力、医患沟通能力、医学人文素养等维度评分均高于对照组（P<0.001）。结果层评价，试验组学生在团队协作能力、临床思维能力、临床决策能力、科研思维能力、实践创新能力等维度评分均高于对照组（P<0.001）。结论虚拟仿真技术联合改良SPLICE教学法有利于提升皮肤科医学生临床思维能力和综合素质，值得在教学中进一步推广应用。更多还原

【Abstract】 Objective To explore the effect of virtual simulation technology combined with improved SPLICE teaching method in clinical practice teaching of dermatology with Kirkpatrick’s Model.Methods A total of 80 undergraduate students from the 2020 grade of Clinical Medicine major who interned in the Department of Dermatology at the First Affiliated Hospital of Jinzhou Medical University from March to July 2023 were selected as the research participants and divided into the study group(n=40) and the control group(n=40). The study group adopted the virtual simulation technology combined with an improved SPLICE teaching method, while the control group adopted the traditional clinical teaching method. The effect of two teaching methods was evaluated by Kirkpatrick’s four-level model. Results In response layer evaluation, the scores of medical students in the study group were higher than those in the control group in terms of teaching content, teaching methods, teaching resources, stimulating learning interest, internalizing knowledge, expanding knowledge, enhancing professional confidence(P<0.001). In learning level evaluation, the scores of theoretical knowledge and clinical operation of the students in the study group were higher than those in the control group(P<0.001). In behavioral level evaluation, the scores of students in the study group were higher than those in the control group in terms of the application of theoretical knowledge, clinical skill application, self-directed learning ability, doctor-patient communication skills, and medical humanities literacy(P<0.001). In outcome level evaluation, the scores of students in the study group were higher than those in the control group in terms of teamwork ability, clinical thinking ability, clinical decision-making ability, scientific research thinking ability, and practical innovation ability(P<0.001).Conclusions The combination of virtual simulation technology and improved SPLICE teaching mode is conducive to enhancing the clinical thinking ability and comprehensive quality of dermatology medical students, which is worthy of further popularization and application.更多还原