Application of a virtual simulation platform combined with the presentation-assimilation-discussion class in human morphology practical teaching: a quasi-experimental study

Abstract

Abstract Background Human Morphology integrates anatomy, histology, and embryology and requires students to connect macroscopic and microscopic structures. Traditional practical teaching may be constrained by limited specimen availability, restricted classroom time, and passive learning. This study evaluated a teaching model combining a virtual simulation platform with the presentation-assimilation-discussion (PAD) class in Human Morphology practical teaching. Methods A quasi-experimental study was conducted among undergraduate nursing students enrolled in 2023 at the Zhuhai Campus of Zunyi Medical University. The traditional teaching group received conventional instructor-led practical teaching, whereas the combined teaching model group received a teaching approach integrating a virtual simulation platform with the PAD class for one semester. Baseline characteristics, final composite course scores, and score distributions were compared between the two groups. Students in the combined teaching model group completed a questionnaire assessing their self-reported perceptions of learning engagement, teamwork, communication, knowledge application, and acceptance of the virtual simulation platform. Results Seventy-eight students were included, with 38 in the traditional teaching group and 40 in the combined teaching model group. No statistically significant differences were observed between the groups in the measured baseline characteristics of age or sex. The mean final composite course score was higher in the combined teaching model group than in the traditional teaching group (76.53 ± 11.07 vs. 72.50 ± 10.40), but the difference was not statistically significant ( P = 0.102). The combined teaching model group showed a shift toward higher score ranges, although the between-group difference in score distribution was also not statistically significant ( P = 0.545). Among students in the combined teaching model group, questionnaire results showed generally positive perceptions of the teaching model and of the platform’s usefulness, ease of use, and support for self-directed learning. Conclusions The combined virtual simulation–PAD teaching model showed potential value in Human Morphology practical teaching. Although no statistically significant improvement in course performance was observed, students generally reported positive perceptions of classroom participation, self-directed learning, teamwork, communication, and use of the virtual simulation platform. Further studies involving larger samples from multiple universities or campuses, objective practical assessments, and longer follow-up are needed.