Virtual simulation training platform for medical staff infection prevention and control skill training

Abstract

The invention relates to a virtual simulation training platform for medical staff infection prevention and control skill training, which belongs to the technical field of infection prevention and control skill training and comprises a demonstration module, a practice module and an assessment module which are in bidirectional signal connection. The demonstration module comprises system introduction and basic skill operation. The virtual simulation training platform for medical staff infection prevention and control skill training takes a field infectious disease hospital as a background and military and civilian dual purposes as a characteristic, and is suitable for emergency rescue task special sensing control skill training projects of medical staff and clinical medicine related professional students; the system helps medical personnel to master key knowledge and skills of infection prevention and control more efficiently and quickly, solves various training difficulties, makes up for the defect that first-line treatment scenes of epidemic situations are difficult to restore, gives a feeling of treating patients on site to trainees, exercises basic skills and clinical psychological feelings of infection prevention and control, has a good application prospect, and is worthy of popularization and application. And the blank in the existing field is filled.

Description

Technical Field

[0001] The present invention relates to the technical field of infection prevention and control skills training, and in particular to a virtual simulation training platform for infection prevention and control skills training for medical personnel. Background Art

[0002] At present, although infection prevention and control skills training has incorporated a variety of methods and approaches such as situational teaching, video-based self-training, and simulated track drills, it is still mainly based on the traditional teaching and training model. Students trained by traditional teaching and training methods have solid theoretical knowledge and operational essentials, but it is not easy for students to exert their subjective initiative. After being engaged in actual work, their ability to conduct comprehensive analysis and solve problems is relatively weak, especially in the front-line treatment of epidemic prevention and control where time is tight, tasks are urgent, and situations are complex. Moreover, medicine is a discipline that emphasizes practice, which requires not only theoretical support, but also the accumulation and application of practical experience.

[0003] At present, combined with the needs of various practical tasks such as epidemic prevention and control, it is found that the above teaching and training methods still have shortcomings: ① Infection prevention and control skills require repeated practice, which consumes a lot of teaching resources such as teachers, venues, and materials, and students have weak practical transformation ability and difficulty in quickly mastering the essentials of skills; ② It is difficult to integrate the infection prevention and control knowledge system, and students have weak comprehensive analysis and application capabilities; ③ It is difficult to reproduce the front-line treatment scenes, and there is a high risk of infection in field learning. The functions of VR technology such as situation restoration, motion capture, and scene interaction provide us with new possibilities for building practical training for the treatment of high-risk infectious diseases.

[0004] At present, virtual simulation technology is used in personal protection training for medical students of the Tokyo University School of Medicine, surgical site infection teaching for medical students of the University of Copenhagen School of Medicine, and hospital infection teaching at the School of Nursing of the University of San Sebastian in Chile. There is little research on the application of virtual simulation technology in infection prevention and control teaching in my country. The relevant virtual simulation projects are mainly concentrated after 2020. The teaching objects are mainly students majoring in preventive medicine. The content is mainly the whole process of epidemic handling in the field of public health. There is almost no special training on infection prevention and control for clinical medical staff. This field was previously blank.

[0005] Based on this, a virtual simulation training platform for infection prevention and control skills training for medical staff was proposed. Summary of the invention

[0006] In view of the shortcomings of the existing technology, the present invention provides a virtual simulation training platform for infection prevention and control skills training for medical personnel. It is based on a field infectious disease hospital and features military and civilian dual-use. It is suitable for special infection control skills training projects for emergency rescue tasks for medical personnel and students of clinical medicine-related majors. It helps medical personnel to master key knowledge and skills of infection prevention and control more efficiently and quickly, solves various training difficulties, has good application prospects, and fills the gap in the existing field.

[0007] To achieve the above-mentioned purpose, the present invention provides the following technical solutions: a virtual simulation training platform for infection prevention and control skills training of medical staff, comprising a demonstration module, a practice module and an assessment module, wherein the demonstration module, the practice module and the assessment module are connected by two-way signals, the demonstration module includes a system introduction and basic skill operations, the practice module includes the site selection of a field infectious disease hospital, respiratory infectious disease isolation wards and non-respiratory infectious disease isolation wards, and the assessment module includes respiratory infectious disease isolation ward assessment and non-respiratory infectious disease isolation ward assessment.

[0008] Furthermore, the system introduction includes an introduction to the use of the platform, and the basic skills operations include hand washing and hygienic hand disinfection by medical staff, the correct use of occupational protective equipment by medical staff, and standardized disposal procedures for medical waste.

[0009] Furthermore, the site selection for the field infectious disease hospital includes mountain scenes, jungle scenes, grassland scenes and urban scenes. In the four scenes, select the correct option from the four sites to enter the next interface.

[0010] Furthermore, the respiratory infectious disease isolation ward drill process is as follows:

[0011] A1: Trainees play the role of doctors, receive assigned tasks and enter the respiratory infectious disease ward to complete the assigned tasks in each scenario;

[0012] A2: The training content includes the selection of protective equipment according to the disease transmission route, the correct process of wearing and removing protective clothing, the correct route for medical staff to enter and exit the ward, the standardized disposal of medical waste, and emergency response to respiratory occupational exposure;

[0013] A3: The switching order of simulation scenes is as follows: from the dressing room, buffer room, treatment room, ward, medical waste disposal room, medical waste temporary storage point, emergency disposal room, dressing room 1, dressing room 2, shower room to the registration room.

[0014] Furthermore, the non-respiratory infectious disease isolation ward drill process is as follows:

[0015] B1: Trainees play the role of doctors, receive assigned tasks and enter the non-respiratory infectious disease ward to complete the assigned tasks in each scenario;

[0016] B2: The training content includes the selection of protective equipment according to the disease transmission route, the process of putting on and taking off isolation clothing, the correct route for medical staff to enter and exit the ward, the standardized disposal of medical waste, and the treatment of occupational exposure to sharp injuries;

[0017] B3: The switching order of simulation scenes is as follows: from locker room, ward, medical waste disposal room, emergency disposal room, locker room to registration room.

[0018] Furthermore, the assessment processes for the respiratory infectious disease isolation ward assessment and the non-respiratory infectious disease isolation ward assessment are basic operation assessment and extended content assessment, respectively. After the assessment is completed, the teacher conducts targeted learning evaluation of the students on site through the students' scores and the operation video playback function on VR. At the same time, the teacher conducts statistical analysis on the assessment scores of the students in the class and the specific scores of each link through the background for teaching evaluation.

[0019] Furthermore, the basic operation assessment has the same training content as the practice module, has no prompt function, and sets corresponding scores for each operation or question. If a step is missed or answered incorrectly, corresponding points will be deducted. The score and details can be viewed after the assessment.

[0020] Furthermore, the extended content assessment is the same as the extended content of the practice module, with no prompt function. Each operation or question has a corresponding score. Missing or making a mistake will not affect the score of the basic operation assessment part. Corresponding points will be added after the operation is correct. The score and details can be viewed after the assessment is over.

[0021] Furthermore, the hardware equipment of the virtual simulation training platform includes hardware equipment such as VR headsets and motion capture handles. The virtual simulation training platform uses the Unity3D engine to develop functional modules, NGUI / UGUI based on this engine to realize system interface interaction functions, 3DMAX and MAYA to produce three-dimensional scene 3D models, and create field infectious disease hospital training scenes. The actual work flow and work content of medical staff in isolation wards are simulated in a full-process and full-element manner. In addition, the system interface interaction functions are realized through the Unity3D engine development functional modules and NGUI / UGUI based on this engine. The virtual simulation training platform is also adapted to the campus local area network, compatible with updated software and hardware, and the architecture follows open source standards.

[0022] Furthermore, the virtual simulation training platform is also equipped with interference function, detail recognition, emergency handling and error correction functions. The interference function is used to set up interference supplies inside the ward to train trainees to correctly select corresponding supplies according to the situation. The detail recognition is used to use real action gesture recognition in key operation links to emphasize operation details. The emergency handling is used to specially set up occupational exposure handling links to train trainees' emergency response capabilities. The error correction function is used to provide real-time feedback, intervention and error correction for key links and important knowledge points in the practice module.

[0023] Compared with the prior art, the present invention provides a virtual simulation training platform for infection prevention and control skills training for medical staff, which has the following beneficial effects:

[0024] 1. This virtual simulation training platform for infection prevention and control skills training for medical staff is the first to create a learning scenario with a field infectious disease hospital as the background, and add site selection learning links in different combat environments, so that students can quickly master the site selection principles and help medical staff to more efficiently and quickly master the key knowledge and skills of infection prevention and control: theoretical knowledge points of basic skills; hand hygiene operation procedures; protective equipment wearing and removing procedures; medical waste disposal procedures, and solve the following training difficulties: systematic integration of infection prevention and control knowledge and skills; cultivation of comprehensive analysis and problem-solving capabilities; emergency response to emergencies; and restoration of front-line treatment work scenes for infectious diseases. It has good application prospects and fills the gaps in the existing field.

[0025] 2. This virtual simulation training platform for infection prevention and control skills training for medical personnel can be applied to students of medical-related majors, various medical-related training courses within the military, and emergency rescue medical team members. It can carry out practical training in a virtual environment, consolidate basic skills, familiarize themselves with the actual situation of front-line treatment of infectious diseases, improve the ability to comprehensively analyze and solve problems, and cultivate practical, comprehensive and versatile military medical talents with both moral integrity and ability, strong practical ability, good adaptability, and fast transition between peacetime and wartime.

[0026] 3. The virtual simulation training platform used for infection prevention and control skills training for medical staff can share resources with other colleges and institutions at home and abroad, and can be used for centralized teaching and extracurricular self-study of medical students. It can also be promoted to job training and continuing education training for medical staff to consolidate the basic skills of medical staff and ensure the safety of doctors and patients. At the same time, it can also be used for public national defense education and popular science education to enhance people's health awareness and build a national biosafety line of defense. BRIEF DESCRIPTION OF THE DRAWINGS

[0027] Figure 1 This is a system block diagram of a virtual simulation training platform for infection prevention and control skills training for medical staff according to the present invention;

[0028] Figure 2A system block diagram of an exercise module of a virtual simulation training platform for infection prevention and control skills training for medical staff according to the present invention;

[0029] Figure 3 This is a demonstration mode plan view option 1 of a virtual simulation training platform for infection prevention and control skills training for medical staff according to the present invention;

[0030] Figure 4 This is a demonstration mode plan view option 2 of a virtual simulation training platform for infection prevention and control skills training for medical staff according to the present invention;

[0031] Figure 5 This is a demonstration mode plan view option 3 of a virtual simulation training platform for infection prevention and control skills training for medical staff according to the present invention;

[0032] Figure 6 The virtual scene plan site selection requirements of a virtual simulation training platform for infection prevention and control skills training for medical staff of the present invention;

[0033] Figure 7 A 3D scene hand hygiene interaction of a virtual simulation training platform for infection prevention and control skills training for medical staff according to the present invention;

[0034] Figure 8 A 3D scene wearable interaction of a virtual simulation training platform for infection prevention and control skills training for medical staff according to the present invention;

[0035] Fig. 9 A 3D scene ward interaction of a virtual simulation training platform for infection prevention and control skills training for medical staff according to the present invention;

[0036] Fig.10 A 3D scene medical waste classification introduction interaction of a virtual simulation training platform for infection prevention and control skills training for medical staff of the present invention;

[0037] Fig.11 A 3D scene medical waste disposal interaction of a virtual simulation training platform for infection prevention and control skills training for medical staff of the present invention;

[0038] Fig.12 A 3D scene sharp injury treatment interaction of a virtual simulation training platform for infection prevention and control skills training for medical staff in the present invention;

[0039] Fig.13 The invention provides a 3D scene for removing protective equipment from a virtual simulation training platform for infection prevention and control skills training for medical staff;

[0040] Fig.14The 3D scene of the virtual simulation training platform for infection prevention and control skills training of medical staff of the present invention performs risk assessment interaction on the exposure source / person respectively;

[0041] Fig.15 The present invention is a 3D scene wearable interaction 2 of a virtual simulation training platform for infection prevention and control skills training for medical staff;

[0042] Fig.16 The invention discloses a 3D scene hand hygiene timing selection for a virtual simulation training platform for infection prevention and control skills training for medical staff;

[0043] Fig.17 A 3D scene throat swab sample collection interaction of a virtual simulation training platform for infection prevention and control skills training for medical staff of the present invention;

[0044] Fig.18 Animation display of a 3D scene of a virus transmitted through the respiratory tract of a virtual simulation training platform for infection prevention and control skills training for medical staff according to the present invention;

[0045] Fig.19 A 3D scene on-site emergency treatment interaction of a virtual simulation training platform for infection prevention and control skills training for medical staff of the present invention;

[0046] Fig. 20 The present invention provides a 3D scene detachment interaction of a virtual simulation training platform for infection prevention and control skills training for medical staff;

[0047] Fig.21 A 3D scene shower interaction of a virtual simulation training platform for infection prevention and control skills training for medical staff according to the present invention;

[0048] Fig. 22 The present invention provides a 3D scene assessment interface interaction for a virtual simulation training platform for infection prevention and control skills training for medical staff;

[0049] Fig.23 The present invention provides a 3D scene assessment feedback interaction of a virtual simulation training platform for infection prevention and control skills training for medical staff;

[0050] Fig.24 A platform score details display interface of a virtual simulation training platform for infection prevention and control skills training for medical staff according to the present invention;

[0051] Fig.25 The present invention provides a virtual scene setting interface for a virtual simulation training platform for infection prevention and control skills training for medical staff. DETAILED DESCRIPTION

[0052] The following will be combined with the drawings in the embodiments of the present invention to clearly and completely describe the technical solutions in the embodiments of the present invention. Obviously, the described embodiments are only part of the embodiments of the present invention, not all of the embodiments. Based on the embodiments of the present invention, all other embodiments obtained by ordinary technicians in this field without creative work are within the scope of protection of the present invention.

[0053] See also Figure 1 to Figure 2 In this embodiment, a virtual simulation training platform for infection prevention and control skills training for medical staff includes a demonstration module, a practice module and an assessment module. The demonstration module, the practice module and the assessment module are connected by two-way signals. The demonstration module includes a system introduction and basic skill operations. The practice module includes the site selection of a field infectious disease hospital, a respiratory infectious disease isolation ward and a non-respiratory infectious disease isolation ward. The assessment module includes a respiratory infectious disease isolation ward assessment and a non-respiratory infectious disease isolation ward assessment.

[0054] The system introduction includes an introduction to the platform, and basic skills include hand washing and hand disinfection for medical staff, the correct use of occupational protective equipment for medical staff, and the standardized disposal process for medical waste. The site selection for field infectious disease hospitals includes mountain scenes, jungle scenes, grassland scenes, and urban scenes. In the four scenes, select the correct option from the four sites to enter the next interface.

[0055] In this embodiment, the respiratory infectious disease isolation ward drill process is as follows:

[0056] A1: Trainees play the role of doctors, receive assigned tasks and enter the respiratory infectious disease ward to complete the assigned tasks in each scenario;

[0057] A2: The training content includes the selection of protective equipment according to the disease transmission route, the correct process of wearing and removing protective clothing, the correct route for medical staff to enter and exit the ward, the standardized disposal of medical waste, and emergency response to respiratory occupational exposure;

[0058] A3: The switching order of simulation scenes is as follows: from the dressing room, buffer room, treatment room, ward, medical waste disposal room, medical waste temporary storage point, emergency disposal room, dressing room 1, dressing room 2, shower room to the registration room.

[0059] In this embodiment, the non-respiratory infectious disease isolation ward drill process is as follows:

[0060] B1: Trainees play the role of doctors, receive assigned tasks and enter the non-respiratory infectious disease ward to complete the assigned tasks in each scenario;

[0061] B2: The training content includes the selection of protective equipment according to the disease transmission route, the process of putting on and taking off isolation clothing, the correct route for medical staff to enter and exit the ward, the standardized disposal of medical waste, and the treatment of occupational exposure to sharp injuries;

[0062] B3: The switching order of simulation scenes is as follows: from locker room, ward, medical waste disposal room, emergency disposal room, locker room to registration room.

[0063] Among them, the assessment processes for respiratory infectious disease isolation ward assessment and non-respiratory infectious disease isolation ward assessment are basic operation assessment and extended content assessment, respectively. After the assessment is completed, the teacher conducts targeted learning evaluation on the spot through the student scores and the operation video playback function on VR. At the same time, the teacher conducts statistical analysis on the assessment scores of the students in the class and the specific scores of each link through the background for teaching evaluation. The basic operation assessment has the same training content as the practice module, without a prompt function. Each step of the operation or question is set with a corresponding score. Missing or making a mistake will deduct the corresponding points. The score and details will be displayed after the assessment. The extended content assessment has the same extended content as the practice module, without a prompt function. Each step of the operation or question is set with a corresponding score. Missing or making a mistake will not affect the score of the basic operation assessment part. Corresponding points will be added after the operation is correct. The score and details will be displayed after the assessment is completed.

[0064] It should be noted that the hardware equipment of the virtual simulation training platform includes VR headsets and motion capture handles. The virtual simulation training platform uses the Unity3D engine to develop functional modules, NGU I / UGU I based on this engine to realize the system interface interaction function, 3DMAX and MAYA to produce three-dimensional scene 3D models, and create field infectious disease hospital training scenes. The actual work flow and work content of medical staff in the isolation ward are simulated in a full-process and full-element manner. In addition, the system interface interaction function is realized through the Unity3D engine development functional modules and NGUI / UGU I based on this engine. The virtual simulation training platform is also adapted to the campus LAN, compatible with updated software and hardware, and its architecture follows open source standards. The virtual simulation training platform is also equipped with interference function, detail recognition, emergency response and error correction functions. The interference function is used to set up interference supplies inside the ward to train trainees to correctly choose corresponding supplies according to the situation. Detail recognition is used to use real action gesture recognition in key operation links to emphasize operation details. Emergency response is used to specially set up occupational exposure treatment links to train trainees' emergency response capabilities. The error correction function is used to provide real-time feedback, intervention and error correction for key links and important knowledge points in the practice module.

[0065] See also Figures 3 to 25 In this embodiment, the infection prevention and control training platform system architecture table is as follows:

[0066]

[0067]

[0068]

[0069] The working principle of the above embodiment is:

[0070] This virtual simulation training platform for infection prevention and control skills training for medical staff is the first to create a learning scenario with a field infectious disease hospital as the background. It adds a learning link for site selection in different combat environments to help trainees quickly master the site selection principles. According to the different ward environment layouts of the main transmission routes of infectious diseases, two innovative learning scenarios are set up: respiratory disease isolation wards and non-respiratory disease isolation wards, to train trainees' decision-making ability for ward placement of patients with infectious diseases through different transmission routes and master the basic principles of ward setting; establish a scientific evaluation system to quantitatively evaluate the learning effect of trainees, dynamically adjust the difficulty and direction of training content according to the learning progress and performance of trainees, and provide personalized training tasks and feedback;

[0071] The frequency of using actual sites and equipment is reduced, and the waste of disposable protective equipment is avoided. Trainees can flexibly choose the training time and content according to different needs. By training in a virtual scene that highly restores the real environment, it ensures that the skills learned can be directly applied to actual work, thereby improving learning efficiency and practical ability.

[0072] The system is scalable and can update VR training content, add new training modules, and simulate different training scenarios based on the latest infectious disease prevention and control guidelines and technologies to maintain its timeliness and practicality.

[0073] It should be noted that, in this article, relational terms such as first and second, etc. are only used to distinguish one entity or operation from another entity or operation, and do not necessarily require or imply any such actual relationship or order between these entities or operations. Moreover, the terms "include", "comprise" or any other variants thereof are intended to cover non-exclusive inclusion, so that a process, method, article or device including a series of elements includes not only those elements, but also other elements not explicitly listed, or also includes elements inherent to such process, method, article or device. In the absence of further restrictions, the elements defined by the sentence "comprise a ..." do not exclude the existence of other identical elements in the process, method, article or device including the elements.

[0074] Although embodiments of the present invention have been shown and described, it will be appreciated by those skilled in the art that various changes, modifications, substitutions and variations may be made to the embodiments without departing from the principles and spirit of the present invention, and that the scope of the present invention is defined by the appended claims and their equivalents.

Claims

1. A virtual simulation training platform for infection prevention and control skills training for medical staff, characterized by: It includes a demonstration module, a practice module and an assessment module, and there is a two-way signal connection between the demonstration module, the practice module and the assessment module. The demonstration module includes a system introduction and basic skill operation. The practice module includes the site selection of a field infectious disease hospital, respiratory infectious disease isolation wards and non-respiratory infectious disease isolation wards. The assessment module includes assessment of respiratory infectious disease isolation wards and non-respiratory infectious disease isolation wards.

2. A virtual simulation training platform for infection prevention and control skills training for medical staff according to claim 1, characterized in that: The system introduction includes an introduction to the use of the platform, and the basic skills operations include hand washing and hygienic hand disinfection by medical staff, the correct use of occupational protective equipment by medical staff, and the standardized disposal process for medical waste.

3. A virtual simulation training platform for infection prevention and control skills training for medical staff according to claim 1, characterized in that: The site selection for the field infectious disease hospital includes mountain scenes, jungle scenes, grassland scenes and urban scenes. In the four scenes, select the correct option from the four sites to enter the next interface.

4. A virtual simulation training platform for infection prevention and control skills training for medical staff according to claim 1, characterized in that: The exercise process for the respiratory infectious disease isolation ward is as follows: A1: Trainees play the role of doctors, receive assigned tasks and enter the respiratory infectious disease ward to complete the assigned tasks in each scenario; A2: The training content includes the selection of protective equipment according to the disease transmission route, the correct process of wearing and removing protective clothing, the correct route for medical staff to enter and exit the ward, the standardized disposal of medical waste, and emergency response to respiratory occupational exposure; A3: The switching order of simulation scenes is as follows: from the dressing room, buffer room, treatment room, ward, medical waste disposal room, medical waste temporary storage point, emergency disposal room, dressing room 1, dressing room 2, shower room to the registration room.

5. A virtual simulation training platform for infection prevention and control skills training for medical staff according to claim 1, characterized in that: The drill process for non-respiratory infectious disease isolation wards is as follows: B1: Trainees play the role of doctors, receive assigned tasks and enter the non-respiratory infectious disease ward to complete the assigned tasks in each scenario; B2: The training content includes the selection of protective equipment according to the disease transmission route, the process of putting on and taking off isolation clothing, the correct route for medical staff to enter and exit the ward, the standardized disposal of medical waste, and the treatment of occupational exposure to sharp injuries; B3: The switching order of simulation scenes is as follows: from locker room, ward, medical waste disposal room, emergency disposal room, locker room to registration room.

6. A virtual simulation training platform for infection prevention and control skills training for medical staff according to claim 1, characterized in that: The assessment processes for the respiratory infectious disease isolation ward assessment and the non-respiratory infectious disease isolation ward assessment are basic operation assessment and extended content assessment, respectively. After the assessment is completed, the teacher conducts targeted learning evaluation of the students on site through the students' scores and the operation video playback function on VR. At the same time, the teacher conducts statistical analysis on the assessment scores of the students in the class and the specific scores of each link through the background for teaching evaluation.

7. A virtual simulation training platform for infection prevention and control skills training for medical staff according to claim 6, characterized in that: The basic operation assessment has the same content as the practice module training, with no prompt function. Each operation step or question has a corresponding score. Missing or making mistakes will result in a deduction of the corresponding points. The score and details will be displayed after the assessment.

8. A virtual simulation training platform for infection prevention and control skills training for medical staff according to claim 6, characterized in that: The extended content assessment is the same as the extended content of the practice module, with no prompt function. Each operation step or question is scored accordingly. Missing or making mistakes will not affect the score of the basic operation assessment part. Corresponding points will be added after correct operation. The score and details will be displayed after the assessment.

9. A virtual simulation training platform for infection prevention and control skills training for medical staff according to claim 1, characterized in that: The hardware equipment of the virtual simulation training platform includes hardware equipment such as VR headsets and motion capture handles. The virtual simulation training platform uses the Unity3D engine to develop functional modules, NGUI / UGUI based on this engine to realize system interface interaction functions, 3DMAX and MAYA to produce three-dimensional scene 3D models, and create field infectious disease hospital training scenes. The actual work flow and work content of medical staff in isolation wards are simulated in a full-process and full-element manner. In addition, the system interface interaction functions are realized through the Unity3D engine development functional modules and NGUI / UGUI based on this engine. The virtual simulation training platform is also adapted to the campus local area network, compatible with updated software and hardware, and the architecture follows open source standards.

10. A virtual simulation training platform for infection prevention and control skills training for medical staff according to claim 1, characterized in that: The virtual simulation training platform is also equipped with interference function, detail recognition, emergency handling and error correction functions. The interference function is used to set up interference supplies inside the ward to train trainees to correctly choose corresponding supplies according to the situation. The detail recognition is used to use real action gesture recognition in key operation links to emphasize operation details. The emergency handling is used to specially set up occupational exposure handling links to train trainees' emergency response capabilities. The error correction function is used to provide real-time feedback, intervention and error correction for key links and important knowledge points in the practice module.

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