MOOC-virtual simulation integration enhances surgical clinical skills: a quasi-experimental study

This study aimed to evaluate the impact of a teaching model combining massive open online course (MOOC) with virtual simulation experiments on clinical skills training. A quasi-experimental design was employed in the Second Clinical College of Wuhan University. The control group received traditional face-to-face teaching, while the experimental group received a teaching model combining MOOC instruction with virtual simulation experiments. After completing the course, both groups participated in a theoretical test and a Structured Clinical Skills Assessment to assess their mastery of clinical skills. Additionally, a questionnaire survey was conducted to assess the effectiveness of the experimental teaching model and to gauge student satisfaction. The experimental group's theoretical test scores were significantly higher than those of the control group, and the experimental group's Structured Clinical Skills Assessment scores were significantly higher than those of the control group, with statistically significant differences (<i>p</i> < 0.05). The post-course questionnaire survey of the experimental group showed that most students were satisfied with the teaching model. In the general surgery experiment course, the teaching model combining MOOC instruction with virtual simulation experiments is an effective teaching method that improves surgical skill performance and increases student satisfaction.