Abstract: Background　By the end of 2017，the number of general practitioners（GPs） working in China has reached 253 000，but it is far from meeting the target of 5 GPs for every 10 000 residents.The training for GPs started late in China，and its development is hindered by some factors such as the restriction of traditional methods and views of teaching.Objective　To explore the effect of videotaped role-play simulation，a teaching method，in standardized training of GPs.
Methods　We recruited 86 health workers with an experience of attending the standardized training for GPs from the Second Hospital of Hebei Medical University from March to September 2018.They were randomly divided into the observation group and control group according to the numeric code of the dormitories that they lived during the training period，with 43 in each，receiving training using the traditional teaching methods，and training using analyses of videotaped role-play simulation，respectively.When the training ended，the theories，practical skills and performance in simulated consultations of both groups were assessed and compared.Moreover，the level of self-rated interest in training method，and self-assessed benefits from the training were also compared between the two groups.Results　Compared with the control group，the observation group scored much better in terms of theories，practical skills and simulated consultations（P<0.05）.Furthermore，the self-evaluation results of the observation group were much superior to those of the control group in terms of interest in the teaching mode，learning achievement, and so on（P<0.05）.Conclusion　Videotaped role-play simulation used in standardized training for GPs can increase the learning initiative and enhance the comprehensive skills of the GPs，which is recommended for use in general practice teaching.

Key words: General practice；Role playing；Patient simulation；Instructional films and videos；Hospitals, teaching；Education, professional, retraining

摘要： 背景　截至2017年底，我国全科医师队伍已达到25.3万人，但是距离每万名居民拥有5名全科医师的目标相距甚远。全科医学培训在我国发展时间较短，由于传统教学模式以及传统观念的制约，全科医学的发展存在一定的局限性。目的　探讨角色扮演情景模拟录像分析教学模式在全科医师规范化培训（规培）中的应用效果。方法　于2018年3—9月选取河北医科大学第二医院参加培训的86名学员为研究对象，将所有学员按照宿舍号随机分为对照组和观察组，各43名。对照组学员采用传统教学模式进行培训，观察组学员采用角色扮演情景模拟录像分析教学法进行培训。比较两组学员理论知识、操作技能及情景模拟考核成绩，比较两组学员对此教学模式感兴趣程度、学习收获程度等自我评价结果。结果　观察组学员理论知识、操作技能及情景模拟考核成绩均高于对照组，差异有统计学意义（P<0.05）。观察组学员对此教学模式感兴趣程度、学习收获程度等自我评价结果均优于对照组，差异有统计学意义（P<0.05）。结论　角色扮演情景模拟录像分析教学模式能够提高全科医师学习积极性及综合技能，可应用于全科医学教学实践中。

关键词: 全科医学；角色扮演；病人模拟；教学影片和录像；医院, 教学；教育, 专业, 再培训