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Research on the application of scenario-based simulation ward rounds combined with video feedback method in
Leilei Zhan1, Ruiyin Liang2,3, Yimin Li2
1The Tenth Affiliated Hospital, Southern Medical University (Dongguan People's Hospital), Dongguan, 523000, China. leizhanlei@126.com.
Background:
Standardized residency training constitutes a pivotal element of postgraduate medical education in China, playing an essential role in augmenting clinical competence and ensuring patient safety. In the gastroenterological sphere, the complexity of diseases and the need to deal with acuteness of cases require residents to develop strong critical thinking abilities and flexibility. The conventional method of ward round teaching has some limitations, and the scenario-based simulation and video-assisted debriefing have shown that they might be beneficial. In this research, the researchers examine the effectiveness of combining these new practices in improving the training of residents.
Methods:
The study encompassed 80 trainees who underwent standardized residency training in the department of Gastroenterology at Dongguan People's hospital from August 2023 to October 2024. Participants were randomly assigned into two groups: the traditional teaching group (control group) and the scenario-based simulation ward rounds combined with video feedback teaching group (intervention group), with 40 trainees in each cohort. Evaluations were conducted using a 100-point standardized assessment form for teaching rounds, the Chinese version of the Critical Thinking Disposition Inventory (CTDI-CV, score range 70-420), and a 25-item satisfaction questionnaire (5-point Likert scale). Statistical analysis was performed using SPSS software (version 29.0). Continuous data were analyzed using t-tests, and categorical data were analyzed using chi-square tests.
Results:
1. Upon completion of the course, the assessment scores for teaching ward rounds in the intervention group were significantly higher than those in the control group (87.10 ± 3.24 vs. 80.20 ± 2.30, P < 0.001). 2. The critical thinking scores in the intervention group also exceeded those of the control group (307.20 ± 14.25 vs. 273.03 ± 13.20, P < 0.001). 3. Teaching satisfaction levels were higher in the intervention group compared to the control group (96.70 ± 4.64 vs. 90.88 ± 3.58, P < 0.001).
Conclusion:
The integration of scenario-based simulation ward rounds with video feedback is more effective than traditional teaching methods in enhancing critical thinking abilities and teaching satisfaction in the standardized residency training of gastroenterology. This approach could serve as a novel clinical teaching model.
Trial Registration:
Chinese Clinical Trials Registry, ChiCTR2600124086. Registered on 7 May 2026. Retrospectively registered.
