Effect of video feedback combined with peer role-playing teaching method in medical students adopting OSBC and PBL teaching mode

Objective: To investigate the application effect of video feedback combined with peer role-playing teaching method in medical students adopting OSBC and PBL teaching mode. Methods The undergraduates of OSBC reform experimental class for five-year clinical medicine who get enrollment of Wuhan local university 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 fulfilled the research. In the study group, the students were asked to perform peer role play 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. The "Ability Improvement Questionnaire", Arizona Clinical Interview Score (ACIR) and theory test, were performed for both groups at the end of the study. 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. Conclusion Video feedback combined with peer role-playing teaching method shows obvious advantages in medical students adopting OSBC + PBL teaching mode, which is worthy of further research and promotion.