The emergence of virtual reality (VR) technology is the breakthrough of medical education reform. It is the focus of clinical educators to apply VR technology to medical education and discuss the application effect. The application of VR in the standardized training of residents (referred to as residential training) is not rare, but the literature on the application of VR in the residential training of general practice has not been reported.

To explore the effectiveness of VR technology in the residential training of general practice, and provide a reference for the promotion and application of VR technology in the residential training of general practice.

From May 16, 2022 to August 16, 2022, a total of 58 general practitioners in the grade of 2020 in the Department of General Practice in the First Affiliated Hospital of Zhengzhou University, Henan Province were selected as the research objects and divided into the experimental group (n=29) and control group (n=29) by using random number generator. The experimental group adopted the teaching method of combining traditional theoretical training and VR skills training, and the control group adopted the method of combining traditional theoretical training and traditional skills training. The training content included the first aid of cardiopulmonary resuscitation and electric defibrillation, the treatment process of organophosphorus poisoning, and treatment process of independent sudden dyspnea in the hospital. Questionnaires were distributed to investigate the basic information of the subjects and their understanding of VR before the training, theoretical and skill assessments were carried out respectively after training, and the two groups of residents were compared in theoretical assessment results, skill assessment results, self-assessment results of the key points of training skills and satisfaction with teaching methods.

There was no difference in gender, age and years of graduation between the experimental group and control group (P>0.05). After training, the theoretical and skill assessment scores of the experimental group were higher than those of the control group (P<0.05). With an assessment score ≥80 as excellence in assessment, the excellent rate of theoretical assessment in the experimental group was higher than the control group (P<0.05). The self-assessed rate of mastery of the key points of the first aid skills for electric defibrillation and organophosphorus poisoning in the experimental group was higher than the control group (P<0.05). The satisfaction scores of study interest, self-study ability, clinical thinking and judgment ability, clinical comprehensive ability, simulation of clinical environment, improvement of teaching effect, preparation for clinical practice and whether teaching is helpful to them were all higher than those of the control group (P<0.05) .

Compared with the traditional teaching mode, the application of traditional theoretical training combined with VR skills training teaching method is conducive to improving their mastery of professional knowledge, which has popularization value in the teaching of residential training of general practice.

虚拟现实技术（VR）的出现是医学教育改革的突破口，将VR应用于医学教育并探讨其应用效果，是目前临床教育工作者的关注点；将VR应用于住院医师规范化培训（简称住培）中的案例屡见不鲜，但有关VR应用于全科住培的文献鲜见。

探讨VR在全科住培中的应用效果，为VR在全科住培中的推广应用提供参考依据。

2022-05-16—08-16选取郑州大学第一附属医院2020级58名全科住培学员为研究对象，采用随机数生成器将研究对象分为对照组（n=29）和研究组（n=29），研究组采用传统理论培训与VR技能培训相结合的教学方式，对照组采用传统理论培训与传统技能培训相结合的教学方式。本次培训内容包括心肺复苏和电除颤急救、有机磷中毒的处理流程、院内突发呼吸困难的处理流程，培训前发放调查问卷以了解研究对象一般资料、对VR的了解程度；培训后分别进行理论和技能考核，比较两组学员理论考核成绩、技能考核成绩、培训技能要点掌握率自评情况及教学方式满意度。

研究组与对照组的性别、年龄及毕业年限比较，差异无统计学意义（P>0.05）。培训后研究组的理论考核成绩与技能考核成绩均高于对照组（P<0.05）；以考核成绩≥80分为考核优秀，研究组的理论考核优秀率高于对照组（P<0.05）；研究组自评电除颤及有机磷中毒的急救技能操作培训技能要点掌握率均高于对照组（P<0.05）；研究组在学习兴趣、自学能力、临床思维判断能力、临床综合能力、模拟临床环境、提高教学效果，有利于为临床做准备以及教学对自己有帮助方面的满意度得分均高于对照组（P<0.05）。

与传统授课模式相比，采用传统理论培训结合VR技能培训的教学方式有利于提高全科住培学员专业知识掌握程度，在全科住培教学中具有推广价值。