ArticleBMC medical education2023
Effects of virtual reality simulation on medical students' learning and motivation in human parasitology instruction: a quasi-experimental study.
Article in BMC medical education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- Virtual simulation experiments in medical education: technology acceptance, learning outcomes, and motivational impacts.BMC medical education · 2025Trial
- A Large-Scale Multispecialty Evaluation of Web-Based Simulation in Medical Microbiology Laboratory Education: Randomized Controlled Trial.JMIR medical education · 2025Trial
- The landscape of virtual simulation in undergraduate dental education with implications for artificial intelligence incorporation.NPJ digital medicine · 2026Article
- Artificial Intelligence in Veterinary Education: Preparing the Workforce for Clinical Applications in Diagnostics and Animal Health.Veterinary sciences · 2026Review
- Effect of Virtual Reality Simulation on Anatomy Learning Outcomes: A Systematic Review.Cureus · 2025Review
- Simulation-based learning in endocrinology postdoctoral training: Application and effectiveness analysis.Journal of education and health promotion · 2025Article
- A Scoping Review of Quasi-experimental Studies on Simulation-Based Learning in Medical Education: Trends and Insights from the Last Decade.Medical journal of the Islamic Republic of Iran · 2025Review
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Authors and funding
6 authors.
Funding
Abstract
backgroundDespite the proven effectiveness of simulation-based learning activities, its adoption in medical education remains limited, and the influence of simulation on student motivation, particularly subjective task values, is seldom explored. This study aimed to investigate the impact of a simulation-based learning activity on student learning and subjective task values in a medical morphology-related course of Human Parasitology.
methodsA quasi-experimental study was conducted with 113 Chinese undergraduate medical students who participated in a Human Parasitology course during April to May 2022. Students were divided into two groups: Simulation Group (n = 55), where students used the simulation, and Lecture Group (n = 58), where students attended an online lecture. Students' learning was measured prior to the intervention, immediately after the intervention, and three weeks later to assess knowledge retention. The subjective task values questionnaire was administered before and after the interventions. Data were analyzed using one-way ANCOVA and MANOVA.
resultsStudents in the Simulation Group exhibited significantly higher knowledge gain compared to the Lecture Group [F (1,110) = 23.69, p < 0.01]. Additionally, the Simulation Group retained knowledge significantly better than the Lecture Group [F (1,101) = 10.05, p < 0.005]. Furthermore, students in the Simulation Group experienced a significant increase in subjective task values after the intervention [F (3, 52) = 3.57, p < 0.05, η
conclusionsSimulation-based learning not only leads to superior learning but also enhances students' subjective task values. These findings offer valuable insights into designing effective simulation-based learning experiences in medical education and have significant practical implications for educators and medical professionals.
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