摘要目的:探讨情景视频反馈联合以问题为基础的学习（problem-based learning，PBL）在以器官-系统为基础的课程（organ-systems-based curriculum，OSBC）改革实验班学生心脏外科临床见习教学中的应用效果。方法:以江汉大学2016级和2018级五年制医学本科OSBC改革实验班学生为研究对象。观察组采用情景视频反馈联合PBL的教学方法进行心脏外科见习带教；对照组采用常规带教方式。见习结束后发放自制的《见习效果满意度调查表》进行问卷调查。见习结束后进行理论考核，循环系统课程结束再进行期末考核，对比两次成绩。采用SPSS 17.0软件对数据进行 t检验和卡方检验。 结果:见习效果满意度调查结果显示，观察组在提高学习兴趣、提高学习效率、提高团队协作能力、提高临床思维能力、提高人际交流沟通能力、提高理论与实践相结合能力、提高主动获取知识能力、提高语言表达能力、提高知识点理解能力、提高成为医生信心10个方面的满意度均高于对照组；且在提高学习效率、提高临床思维能力、提高理论与实践相结合能力方面差异有统计学意义（ P<0.05）。两次理论考核成绩观察组[（77.46±4.73）（79.80±7.53）]优于对照组[（70.68±5.16）（75.94±8.16）]（ P<0.05）。 结论:情景视频反馈联合PBL能提高OSBC班医学生心脏外科临床见习教学的效果。

abstractsObjective:To study the application effects of situation video feedback combined with problem-based learning (PBL) on the clinical clerkship teaching of cardiac surgery for medical students in experimental class of organ-systems-based curriculum (OSBC).Methods:Medical students of Batch 2016 and 2018 OSBC reform experimental class of Jianghan University were selected as the research objects. The study group used situation video feedback combined with PBL teaching method to conduct cardiac surgery clerkship teaching, and the control group used conventional teaching method. At the end of the clerkship, the self-made "Clerkship Satisfaction Questionnaire" was distributed for questionnaire survey and the theoretical test was carried out at the same time. After the course, the theoretical examination was conducted, and the results were compared. SPSS 17.0 was used for t-test and Chi-square test. Results:The clerkship satisfaction investigation results showed that the study group was more satisfied than the control group in such 10 aspects as improving the interest of learning, learning efficiency, the ability of teamwork, clinical thinking, interpersonal communication, combining theory with practice, active knowledge acquirement, language expression, understanding knowledge point, and confidence to become a real doctor. Moreover, there were significant differences in improving the interest of learning, the ability of clinical thinking, and combining theory with practice ( P<0.05). The two theoretical test scores of the study group [(77.46±4.73) points and (79.80±7.53) points] were significantly higher than those of the control group [(70.68±5.16) points and (75.94±8.16) points] ( P<0.05). Conclusion:Situation-based video feedback combined with PBL can improve the clinical clerkship teaching effect of cardiac surgery for medical students under the teaching mode of OSBC.