Application of role playing in clinical teaching of cardiology in general practice

Objective General practice is a new comprehensive medical clinical discipline with human as the main body. General practitioners are the main body providing general medical services. General practice education is mainly to train compound talents who master basic medical knowledge and clinical skills. Clinical teaching is the continuation of basic medical teaching, is an indispensable part of general practice teaching. This paper makes a preliminary exploration on the application of role-playing in clinical teaching of cardiology in general practice specialty, so as to provide references for future teaching. Methods A total of 100 students majoring in general practice were randomly divided into 50 students in the experimental group and 50 students in the control group. Students in the experimental group used role playing method in clinical teaching, while students in the control group used conventional teaching method. The assessment method of this teaching mode is the evaluation of students' after-class examination results and the questionnaire survey. Results The scores of subjective questions and total scores in the experimental group were significantly higher than those in the control group (42.61±7.36 vs.37.86±6.72, 84.53±4.48 vs. 80.67±5.12, P<0.05). There was no significant difference between the objective test scores of the experimental group and the control group (P>0.05). The results of skill operation in the experimental group were significantly higher than those in the control group (46.18±3.26 vs. 42.38±5.02,P<0.05). The questionnaire survey showed that the experimental group was satisfied with role-playing teaching method in all aspects. Conclusion Role-playing method can stimulate students' learning initiative, create a good learning atmosphere, improve students' thinking ability and clinical skills, enhance the ability of teamwork and doctor-patient communication, which is a clinical teaching method suitable for general practice students and worth promoting in the future clinical teaching.