Enhancing Practical Skills in Medical Education: Evaluating the Efficacy of Virtual Simulation Teaching Through Kolb’s Experiential Learning Model

Abstract

Objective: This study examines the efficacy of virtual simulation pedagogy grounded in Kolb’s experiential learning model to enhance clinical practice skills and learning experiences among medical undergraduates. Methods: A cohort of 527 medical undergraduates were randomly assigned to a traditional teaching group (N = 264) or a virtual simulation teaching group based on Kolb’s experiential learning model (N = 263). Comparative analysis was conducted through practical skill assessments, self-evaluations, and course satisfaction surveys. Results: The results demonstrated that the virtual simulation teaching group based on Kolb’s experiential learning model significantly outperformed the traditional teaching group in both practical skills and self-assessment (P<0.01). In addition, this group shows significantly high levels of course satisfaction. Conclusion: Virtual simulation teaching based on Kolb’s experiential learning model effectively enhances medical undergraduate practical competencies and learning motivation, providing a viable approach for optimizing medical education methodologies.