探讨行为回放式教学法在留学生诊断学胸部体格检查教学中的应用效果及价值。

选取2019年9月至12月进行诊断学胸部体格检查学习的重庆医科大学2015级临床专业留学生42人，采用随机数字表法分为研究组(n＝21)和对照组(n＝21)。研究组采用行为回放式教学法教学，对照组采用传统教学法教学。教学结束后，教师对留学生的学习情况进行测评，同时留学生对教学效果进行反馈评价。

研究组留学生学习成绩总分[(91.47±10.43)分]高于对照组[(83.64±9.31)分]，差异有统计学意义(t＝2.57，P<0.05)，其中语言沟通及问诊能力、操作熟练程度及规范程度[(15.43±3.56)分，(53.90±5.22)分]均高于对照组[(12.01±4.37)分，(50.14±4.04)分]，均差异有统计学意义(t＝2.78，2.61；均P<0.05)；理论知识成绩[(23.64±3.25)分]高于对照组[(21.72±3.08)分]，但差异无统计学意义(t＝1.97，P>0.05)。研究组留学生反馈评分总分[(77.79±11.32)分]高于对照组[(68.92±12.58)分]，差异有统计学意义(t＝2.40，P<0.05)，其中学习兴趣、学习效率、理论知识理解能力、教学方法实用性评分[(16.34±1.62)分，(15.18±4.06)分，(16.22±2.71)分，(16.37±2.22)分]均高于对照组[(12.53±1.87)分，(12.35±3.38)分，(13.96±3.40)分，(14.87±1.89)分]，均差异有统计学意义(t＝7.07，2.45，2.38，2.36，均P<0.05)，但两组学习自律性评分[(15.66±3.62)分，(14.37±2.37)分]比较，差异无统计学意义(t＝1.37，P>0.05)。

行为回放式教学法可行性强，教学效果好，可显著提高留学生诊断学胸部查体学习成绩，并有助于提高留学生学习兴趣和效率，值得在今后教学实践中推广和提倡。

To explore the implementation effect and value of video-feedback teaching method in chest physical examination teaching of diagnostics for international students.

Forty-two international students of undergraduate clinical medicine from Chongqing Medical University in grade 2015 who studied chest physical examination of diagnostics from September to December 2019 were enrolled in this study, and were divided into experimental group (n=21) and control group (n=21) according to the random number table method. The experimental group adopted video-feedback teaching method, while the control group adopted traditional teaching method. After teaching, teachers evaluated the learning effect of the international students, and the international students gave feedback and evaluation on the teaching effects.

The total score of the international students in the experimental group [(91.47±10.43)points] was higher than that of the control group [(83.64±9.31)points], and the difference was statistically significant (t=2.57, P<0.05). Inquiry and language communication ability, proficiency and standardization of operational skill of the experimental group [(15.43±3.56)points, (53.90±5.22)points] were higher than those of the control group [(12.01±4.37)points, (50.14±4.04)points], and the differences were statistically significant (t=2.78, 2.61, all P<0.05). The theoretical knowledge score of the experimental group [(23.64±3.25)points] was higher than that of the control group [(21.72±3.08)points]. But the difference was not statistically significant (t=1.97, P>0.05). The total feedback score of the international students in the experimental group [(77.79±11.32)points] was higher than that of the control group [(68.92±12.58)points], and the difference was statistically significant (t=2.40, P<0.05). Learning interest, learning efficiency, comprehension ability of theoretical knowledge, and practicability scores of teaching methods of the experimental group [(16.34±1.62)points, (15.18±4.06)points, (16.22±2.71)points, (16.37±2.22)points] were all higher than those of the control group [(12.53±1.87)points, (12.35±3.38)points, (13.96±3.40)points, (14.87±1.89)points], and the differences were statistically significant (t=7.07, 2.45, 2.38, 2.36, all P<0.05). But the difference of the learning self-discipline evaluation scores of the two groups [(15.66±3.62)points, (14.37±2.37)points] was not statistically significant (t=1.37, P>0.05).

The video-feedback teaching method in chest physical examination teaching for international students is demonstrated to be highly feasible and effective. It can significantly improve the academic performance of international students in chest physical examination, and help to improve the interest and efficiency, which is worthy of promotion and popularization in future teaching practice.