Department of Cardiothoracic Surgery, Puai Hospital Affiliated to Jianghan University/Wuhan Fourth Hospital, Wuhan, 430030, Hubei, China.
Department of thyroid gland and breast Surgery, Puai Hospital Affiliated to Jianghan University/Wuhan Fourth Hospital, Wuhan, 430030, Hubei, China.
BMC Med Educ. 2024 Jan 19;24(1):73. doi: 10.1186/s12909-024-05040-x.
The purpose of this study was to investigate the effectiveness of implementation of video feedback combined with peer role-playing (PRP) teaching method in medical undergraduates adopting problem-based learning (PBL) teaching mode.
The undergraduates of five-year clinical medicine who get enrollment of Wuhan local University from 2016 and 2018 were selected to be the research objects. The same grade level is randomly divided into several groups to carry out PBL, with 6-10 students in each group. Following the principle of voluntary participation, 34 students were enrolled in the study group and 33 students in the control group finally. The research regards group as the unit, and study report in group should be carried out to fulfill the research. In the study group, the students were asked to perform PRP report, and the report videos were used for feedback. At the same time, the control group reported by PPT, and the feedback was carried out according to the PPT. At the end of the study, the "Competency Improvement Satisfaction Questionnaire (CISQ)" was distributed to investigate students' satisfaction with this teaching method to improve their ability, Arizona Clinical Interview Score (ACIR) was administered in Chinese by a trained teacher unrelated using PRP method to assess students' clinical inquiry ability and communication skills, and theory test was performed to assess mastery of theoretical knowledge.
The results show that the study group is superior to the control group in improving the interest of learning and the ability of independent learning, interpersonal communication and active problem solving. Although it is in terms of the confidence in becoming a real doctor and the ability of teamwork, language expression, clinical thinking cultivated, active knowledge acquired and understood that study group are better than the control group, the difference was not statistically significant. ACIR shows that the study group is significantly better than the control group in organization, timeline planning, and transition statements, openly questioning, smooth progress, and avoiding repetition, summarizing, understandable language, documentation and total score. There is no significant difference in eye contact and no interruption. The differences between the two groups are not statistically significant in terms of responsing to concerns, positive feedback, and additional questions. The theoretical test scores of the study group are significantly higher than those of the control group.
Video feedback combined with peer role-playing teaching method implemented in medical undergraduates adopting PBL teaching mode is effective, it could stimulate interest in learning actively, improve interpersonal communication ability, improve learning efficiency and clinical knowledge and skills, and improve the confidence of becoming a real doctor. It is worthy of further research and promotion.
本研究旨在探讨视频反馈结合同伴角色扮演（PRP）教学法在采用以问题为基础学习（PBL）教学模式的医学生中的应用效果。
选取 2016 年和 2018 年武汉本地高校入学的五年制临床医学本科生作为研究对象。按年级分组进行 PBL，每组 6-10 人。研究遵循自愿参与原则，最终纳入观察组 34 人和对照组 33 人。研究以小组为单位进行，小组内完成研究报告。观察组学生进行 PRP 报告，并对报告视频进行反馈。同时对照组采用 PPT 报告，根据 PPT 进行反馈。研究结束后，采用“能力提升满意度问卷（CISQ）”调查学生对该教学方法提高能力的满意度，由经过培训的、与 PRP 方法无关的教师采用中文形式进行的亚利桑那州临床访谈评分（ACIR）评估学生的临床探究能力和沟通技巧，并进行理论考试以评估理论知识的掌握情况。
研究结果表明，观察组在提高学习兴趣和自主学习能力、人际沟通能力和主动解决问题能力方面优于对照组。虽然在成为真正医生的信心和团队合作能力、语言表达能力、培养的临床思维、主动获取和理解知识方面，观察组优于对照组，但差异无统计学意义。ACIR 显示观察组在组织、时间规划和过渡陈述、公开提问、顺利进行、避免重复、总结、语言易懂、记录和总分方面明显优于对照组。观察组在眼神交流和无中断方面与对照组无显著差异。在回应关注、积极反馈和额外问题方面，两组差异无统计学意义。观察组的理论考试成绩明显高于对照组。
在采用 PBL 教学模式的医学生中实施视频反馈结合同伴角色扮演教学法是有效的，它可以激发学习积极性，提高人际沟通能力，提高学习效率和临床知识技能，增强成为真正医生的信心。值得进一步研究和推广。
