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Abstract：
OBJECTIVE: 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.
METHODS: 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.
RESULTS: 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.
CONCLUSIONS: 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.
METHODS: 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.
RESULTS: 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.
CONCLUSIONS: 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.
摘要：
目的：本研究旨在探讨以问题为基础的学习(PBL)教学模式在医学本科生中实施视频反馈结合同伴角色扮演(PRP)教学法的效果。
方法：选取2016年和2018年武汉地方大学本科5年制临床医学专业本科生为研究对象。将同一年级随机分为几组进行PBL,每组6-10名学生。遵循自愿参与的原则，最终34名学生进入研究组，33名学生进入对照组。本研究以群体为单位,并应进行分组研究报告以完成研究。在研究小组中,要求学生进行PRP报告，报告视频用于反馈。同时,对照组用PPT报告，并根据PPT进行反馈。在研究结束时,分发了“能力提升满意度问卷（CISQ）”，以调查学生对这种教学方法的满意度，以提高他们的能力，亚利桑那州临床访谈评分（ACIR）由一位训练有素的老师使用PRP方法进行中文无关，以评估学生的临床探究能力和沟通技巧，并进行了理论测试，以评估对理论知识的掌握程度。
结果：结果表明，研究组在提高学习兴趣和自主学习能力方面优于对照组，人际沟通和积极解决问题。尽管是在成为一名真正的医生的信心和团队合作能力方面，语言表达,培养临床思维，主动掌握和理解研究组优于对照组，差异无统计学意义。ACIR显示研究组在组织方面明显优于对照组,时间线规划,和过渡声明，公开质疑,进展顺利,避免重复，总结,可理解的语言，文档和总分。眼神接触和不中断没有显着差异。两组在对关注的反应方面差异无统计学意义,积极的反馈,和其他问题。研究组的理论考试成绩明显高于对照组。
结论：采用PBL教学模式在医学本科生中实施视频反馈结合同伴角色扮演教学法是有效的，它可以积极激发学习兴趣，提高人际沟通能力，提高学习效率和临床知识和技能，提高成为一名真正的医生的信心。值得进一步研究和推广。
方法：选取2016年和2018年武汉地方大学本科5年制临床医学专业本科生为研究对象。将同一年级随机分为几组进行PBL,每组6-10名学生。遵循自愿参与的原则，最终34名学生进入研究组，33名学生进入对照组。本研究以群体为单位,并应进行分组研究报告以完成研究。在研究小组中,要求学生进行PRP报告，报告视频用于反馈。同时,对照组用PPT报告，并根据PPT进行反馈。在研究结束时,分发了“能力提升满意度问卷（CISQ）”，以调查学生对这种教学方法的满意度，以提高他们的能力，亚利桑那州临床访谈评分（ACIR）由一位训练有素的老师使用PRP方法进行中文无关，以评估学生的临床探究能力和沟通技巧，并进行了理论测试，以评估对理论知识的掌握程度。
结果：结果表明，研究组在提高学习兴趣和自主学习能力方面优于对照组，人际沟通和积极解决问题。尽管是在成为一名真正的医生的信心和团队合作能力方面，语言表达,培养临床思维，主动掌握和理解研究组优于对照组，差异无统计学意义。ACIR显示研究组在组织方面明显优于对照组,时间线规划,和过渡声明，公开质疑,进展顺利,避免重复，总结,可理解的语言，文档和总分。眼神接触和不中断没有显着差异。两组在对关注的反应方面差异无统计学意义,积极的反馈,和其他问题。研究组的理论考试成绩明显高于对照组。
结论：采用PBL教学模式在医学本科生中实施视频反馈结合同伴角色扮演教学法是有效的，它可以积极激发学习兴趣，提高人际沟通能力，提高学习效率和临床知识和技能，提高成为一名真正的医生的信心。值得进一步研究和推广。
