目的 通过虚拟仿真技术，针对三叉神经解剖结构复杂，教学实操不便，未联系临床形成知识体系等问题设计和建设虚拟仿真实验课，并分析其应用效果。    方法 以“三叉神经探秘-三叉神经痛检查-手术治疗模拟”的框架进行实践课建设，按照目标凝练，重难点分析，教学内容设计，建设实施，成绩分析和问卷调查的方式在临床医学专业8年制学生的《人体解剖学》实验课中进行应用探索。    结果 本实验课基于三叉神经精细解剖结构，融合了神经病学与神经外科学等跨学科知识，深度剖析了三叉神经功能，帮助学生深入理解“结构决定功能”的医学原理并快速高效地掌握学习内容，考试成绩中的三叉神经结构与功能考题得分显著提升，虚拟仿真实验课好评率在《人体解剖学》系列实验课中排名第一。    结论 本案例将虚拟仿真技术与医学教育深度融合，构建了“基础解剖-临床诊断-手术干预”的教学闭环，有效解决了传统教学中结构抽象、实际操作困难与临床脱节的核心痛点。该模式不仅能够提升知识掌握效率与考试成绩，更有助于培养学生“结构决定功能”的医学思维，课程满意度高，有望成为创新可推广的医学课程教学设计方案。

Objective To address challenges such as the complex anatomical structure of the trigeminal nerve, difficulties in hands-on teaching, and the lack of integration with clinical knowledge, a virtual simulation-based experimental course was designed and implemented, with its application effectiveness analyzed.    Methods The course was structured around the framework of “Exploring the Trigeminal Nerve-Examination of Trigeminal Neuralgia-Simulation of Surgical Treatment”. It was applied in the human anatomy laboratory course for eight-year clinical medicine students through the following steps, goal refinement, key point analysis, instructional design, implementation, performance evaluation, and questionnaire surveys.    Results The course integrated detailed trigeminal nerve anatomy with interdisciplinary knowledge from neurology and neurosurgery, thoroughly analyzing its functions. This approach helped students deeply understand the medical principle of “structure determines function”and efficiently master the content. Exam scores on trigeminal nerve-related questions improved significantly, and the virtual simulation course received the highest satisfaction rating among all human anatomy laboratory courses.    Conclusion This course integrates virtual simulation technology with clinical medical education, and established a teaching loop of “basic anatomy-clinical diagnosis-surgical intervention”. It effectively addresses core challenges in traditional teaching, such as abstract structures, difficulties in operation, and disconnection from clinical practice. The result  demonstrates that this model not only enhances knowledge acquisition and test scores but also fosteres students’ clinical thinking of “structure determines function”, and receives high satisfaction. Therefore it may provide an innovative and scalable solution for medical course education reform.