Objective:To investigate the impact of applying PBL combined with virtual reality(VR)technology in clinical teaching of geriatric sarcopenia on students’knowledge acquisition,attitudes,and behaviors,providing practic...Objective:To investigate the impact of applying PBL combined with virtual reality(VR)technology in clinical teaching of geriatric sarcopenia on students’knowledge acquisition,attitudes,and behaviors,providing practical evidence for geriatric medicine teaching reform.Methods:Eighty clinical medicine undergraduate interns admitted to the geriatrics department of a hospital from January 2024 to June 2025 were randomly divided into an observation group(n=40)and a control group(n=40).The control group received traditional lecture-based instruction,while the observation group underwent PBL combined with VR technology.The two groups were compared on end-of-term theoretical knowledge assessment scores,clinical practice operation scores,teaching satisfaction,and clinical behavior observation scale scores.Results:Students in the observation group achieved significantly higher scores in basic theoretical knowledge(86.52±5.31)and clinical practice skills(88.15±4.26)compared to the control group(75.28±6.15)and(72.33±5.87),respectively(p<0.05).The observation group and control group students’awareness of geriatric sarcopenia and satisfaction with teaching methods were 95.00%and 97.50%,and 77.50%and 72.50%,respectively,with statistically significant differences(p<0.05);The observation group demonstrated significantly higher frequency of proactive sarcopenia screening,greater enthusiasm in participating in nutritional intervention plan development,and increased engagement in health education during clinical practice compared to the control group,with statistically significant differences(p<0.05).Conclusion:The application of a PBL combined with virtual reality(VR)technology teaching model in clinical teaching on geriatric sarcopenia significantly enhances students’foundational theoretical knowledge,improves their attitudes toward geriatric sarcopenia,and enhances their clinical practice behaviors.This represents a scientifically effective teaching method in geriatric medicine.展开更多
文摘Objective:To investigate the impact of applying PBL combined with virtual reality(VR)technology in clinical teaching of geriatric sarcopenia on students’knowledge acquisition,attitudes,and behaviors,providing practical evidence for geriatric medicine teaching reform.Methods:Eighty clinical medicine undergraduate interns admitted to the geriatrics department of a hospital from January 2024 to June 2025 were randomly divided into an observation group(n=40)and a control group(n=40).The control group received traditional lecture-based instruction,while the observation group underwent PBL combined with VR technology.The two groups were compared on end-of-term theoretical knowledge assessment scores,clinical practice operation scores,teaching satisfaction,and clinical behavior observation scale scores.Results:Students in the observation group achieved significantly higher scores in basic theoretical knowledge(86.52±5.31)and clinical practice skills(88.15±4.26)compared to the control group(75.28±6.15)and(72.33±5.87),respectively(p<0.05).The observation group and control group students’awareness of geriatric sarcopenia and satisfaction with teaching methods were 95.00%and 97.50%,and 77.50%and 72.50%,respectively,with statistically significant differences(p<0.05);The observation group demonstrated significantly higher frequency of proactive sarcopenia screening,greater enthusiasm in participating in nutritional intervention plan development,and increased engagement in health education during clinical practice compared to the control group,with statistically significant differences(p<0.05).Conclusion:The application of a PBL combined with virtual reality(VR)technology teaching model in clinical teaching on geriatric sarcopenia significantly enhances students’foundational theoretical knowledge,improves their attitudes toward geriatric sarcopenia,and enhances their clinical practice behaviors.This represents a scientifically effective teaching method in geriatric medicine.
