Conclusion
The results of the one-year long-term follow-up showed that medical students who had exposure to the VR teaching mode exhibited more steadfast career pursuit and a propensity to engage in active learning, as well as receiving higher instructor ratings throughout the surgical clinical practice phase. Meanwhile, the VR teaching mode may help medical students perform better on the OSCE in the areas of physical examination. In the study of nonlinear dynamics to cultivate a good learning model for medical students, the VR teaching model is expected to become an effective and stable initial sensitive element.