With the post-disaster psychological crisis has aroused wide attention, psychological first aid which can relieve psychological trauma and prevent post-traumatic disorder has been valued by many countries. However, mainly domestic psychological first aid training is simply theoretical training while its popularizing rate is low, it is urgent to learn from international experience to carry out more effective psychological first aid training. In the context of combination of medicine and industry, the paper majorly embodied virtual simulation’s potential in improving psychological intervention ability, deep learning level and self-efficacy. Furthermore, the paper analyzed and illustrated theoretical basis and function module of constructing psychological first aid training platform in detail, and prospected further improvement, which laid foundations for follow-up studies.
Objective To investigate the application effect of a virtual simulation teaching system based on DeepSeek technology in the clinical training of neonatal resuscitation. Methods A total of 48 clinical medicine (“5+3” integrated program) students from the 2020 cohort, interning in the Department of Neonatology of the First Affiliated Hospital of Harbin Medical University between January and June 2025, were selected and randomly divided into a trial group (n=24) and a control group (n=24). The trial group received training using a virtual simulation teaching system integrated with DeepSeek technology, featuring dynamic physiological response, natural language interaction, and hierarchical intelligent feedback. The control group received traditional virtual simulation teaching. After 6 hours of teaching, outcomes were evaluated through theoretical assessments, objective structured clinical examination (OSCE), key decision-making accuracy, and teaching satisfaction questionnaires. Results The theoretical score (93.5±3.3 vs. 84.7±4.9), OSCE score (95.3±2.6 vs. 86.1±4.3), and key decision-making accuracy [(91.6±3.7)% vs. (77.3±6.4)%] of the trial group were significantly higher than those of the control group (P<0.001). The trial group outperformed the control group in all OSCE subdomain scores (rapid assessment and initial resuscitation: 24.1±1.0 vs. 21.3±2.2; positive pressure ventilation: 23.8±1.2 vs. 20.1±2.1; chest compressions: 18.9±1.1 vs. 16.2±1.8; drug therapy: 14.3±0.9 vs. 12.0±1.5; teamwork and communication: 14.2±0.8 vs. 11.5±1.6) and in the accuracy rates for all key decision points [whether to initiate initial resuscitation: (93.8±4.5)% vs. (82.1±8.7)%; whether to initiate positive pressure ventilation: (92.9±5.3)% vs. (79.6±10.2)%; whether to correct ventilation: (90.4±6.1)% vs. (75.0±11.5)%; whether to initiate chest compressions (94.2±5.1)% vs. (70.8±12.3)%; whether to use epinephrine: (92.5±6.2)% vs. (68.3±14.1)%], with all differences being statistically significant (P<0.001). The teaching satisfaction survey showed that the satisfaction rates in the trial group for the dimensions of immersion (95.8% vs. 54.2%), knowledge understanding (91.7% vs. 58.3%), skill improvement (91.7% vs. 62.5%), decision-making logic (95.8% vs. 50.0%), feedback effectiveness (95.8% vs. 41.7%), and learning confidence (91.7% vs. 45.8%) were all significantly higher than those in the control group (P<0.05). Conclusion The DeepSeek-based virtual simulation teaching system can effectively enhance the quality of neonatal resuscitation training, significantly improving students’ clinical decision-making abilities, operational skills, and teamwork competence, demonstrating good application prospects in medical education.
This article provides an overview of the application progress of virtual simulation technologies, including virtual reality, augmented reality, mixed reality, multimodal image fusion, and 3D printing, in neurosurgical skill training, anatomical teaching, and preoperative planning. It analyzes their roles in enhancing teaching repeatability, standardization, and individualization levels. Additionally, this article summarizes the current issues related to technical authenticity, equipment costs, data standardization, and teaching evaluation. Furthermore, it explores the prospects of integrating virtual simulation technology with clinical practice and optimizing teaching models, aiming to provide references for relevant teaching reforms.