Hongmei Wei, Ning Sheng, Xia Wang, Zhigong Zhang

The First Affiliated Hospital of Anhui Medical University, Hefei, Anhui, 230000, People’s Republic of China

Correspondence: Zhigong Zhang, Email zzgedward@sina.com

Objective: This study examines the efficacy of virtual simulation pedagogy grounded in Kolb’s experiential learning model to enhance clinical practice skills and learning experiences among medical undergraduates.
Methods: A cohort of 527 medical undergraduates were randomly assigned to a traditional teaching group (N = 264) or a virtual simulation teaching group based on Kolb’s experiential learning model (N = 263). Comparative analysis was conducted through practical skill assessments, self-evaluations, and course satisfaction surveys.
Results: The results demonstrated that the virtual simulation teaching group based on Kolb’s experiential learning model significantly outperformed the traditional teaching group in both practical skills and self-assessment (P< 0.01). In addition, this group shows significantly high levels of course satisfaction.
Conclusion: Virtual simulation teaching based on Kolb’s experiential learning model effectively enhances medical undergraduate practical competencies and learning motivation, providing a viable approach for optimizing medical education methodologies.

Keywords: Kolb’s experiential learning model, virtual simulation teaching, medical education, practical skills