The reform of the practical operation class of “Occupational Therapy” supported by the dual carriers of “virtual simulation” and “physical model”: Enhancing students’ ability to design and implement treatment plans
“虚拟仿真+实体模型”双载体支撑的《作业治疗学》实操课堂改革：提升学生治疗方案设计与执行能力

摘要

目的 构建“虚拟仿真+实体模型”双载体融合的《作业治疗学》实操教学模式，探索其在提升康复治疗学专业学生作业治疗方案设计、临床实操执行能力中的应用价值，为新医科背景下作业治疗学课程实践教学改革提供可参考方案。方法 选取南通理工学院2024级康复治疗学本科2个班级，对照组采用传统实操教学（教师演示+实体模型练习）；观察组采用双载体教学（虚拟仿真前置情景推演+实体模型实操落地）。课程结束后比较两组学生理论成绩、作业治疗学方案设计得分、实操客观结构化临床考试（OSCE）考核成绩，并开展教学满意度问卷调查。结果 观察组学生治疗方案设计得分、OSCE实操考核成绩显著高于对照组（P＜0.01）；观察组学生临床思维构建、方案推演、实操信心等维度教学满意度显著优于对照组。结论 “虚拟仿真+实体模型”双载体实操课堂改革，可充分发挥虚拟仿真的沉浸式情景训练优势与实体模型的触觉、实操训练价值，有效弥合课堂教学与真实临床作业治疗场景之间的鸿沟，强化学生以患者为中心的作业治疗思维，显著提升学生治疗方案设计与临床执行能力。

Abstract

Objective To construct a practical teaching model of “virtual simulation + physical model” for the “Occupational Therapy” course, and explore its application value in enhancing the students’ ability to design occupational therapy plans and execute clinical operations in the field of rehabilitation therapy. This study aims to provide a reference solution for the practical teaching reform of the occupational therapy course in the context of the new medical science.
Methods Two classes of undergraduate students majoring in rehabilitation therapy from Nantong Institute of Technology in the 2024 grade were selected. The control group adopted the traditional practical teaching method (teacher demonstration + physical model practice); the observation group adopted the dual carriers teaching method (preliminary scenario simulation in virtual simulation + practical operation in physical models). After the course, the theoretical scores, the scores of occupational therapy plan design, and the Objective Structured Clinical Examination (OSCE) assessment scores of the two groups of students were compared, and a teaching satisfaction questionnaire survey was conducted.
Results The scores of treatment plan design and OSCE practical assessment of the observation group were significantly higher than those of the control group (P < 0.01); the teaching satisfaction of the observation group in terms of clinical thinking construction, plan design, and practical confidence was significantly better than that of the control group.
Conclusion   The reform of the practical classroom with “virtual simulation + physical model” can fully utilize the immersive scenario training advantages of virtual simulation and the tactile and practical training value of physical models, effectively bridge the gap between classroom teaching and the real clinical occupational therapy scenarios, strengthen students’ patient-centered occupational therapy thinking, and significantly improve students’ treatment plan design and clinical execution abilities.