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.