MDT结合PBL教学法培养胃肠外科住培研究生综合临床能力的探讨  

Exploration on MDT Combined With PBL Teaching Mode to Cultivate Comprehensive Clinical Abilities of Graduate Students in Gastrointestinal Surgical Residency Standardized Training

作　　者：张实 吴辉[2] 周洁琼 蔡明岳 钟玲[5] 曹良启[6] 王国强[1] ZHANG Shi;WU Hui;ZHOU Jieqiong;CAI Mingyue;ZHONG Ling;CAO Liangqi;WANG Guoqiang(Department of Gastrointestinal Surgery,the Second Affiliated Hospital of Guangzhou Medical University,Guangzhou Guangdong 510000,China;Department of Radiology,the Second Affiliated Hospital of Guangzhou Medical University,Guangzhou Guangdong 510000,China;Department of Gastroenterology,the Second Affiliated Hospital of Guangzhou Medical University,Guangzhou Guangdong 510000,China;Department of Minimally Invasive Surgery,the Second Affiliated Hospital of Guangzhou Medical University,Guangzhou Guangdong 510000,China;Department of Pathology,the Second Affiliated Hospital of Guangzhou Medical University,Guangzhou Guangdong 510000,China;Department of Hepatobiliary Surgery,the Second Affiliated Hospital of Guangzhou Medical University,Guangzhou Guangdong 510000,China)

机构地区：[1]广州医科大学附属第二医院胃肠外科,广东广州510000 [2]广州医科大学附属第二医院放射科,广东广州510000 [3]广州医科大学附属第二医院消化内科,广东广州510000 [4]广州医科大学附属第二医院微创介入科,广东广州510000 [5]广州医科大学附属第二医院病理科,广东广州510000 [6]广州医科大学附属第二医院肝胆外科,广东广州510000

出　　处：《中国继续医学教育》2024年第10期87-92,共6页China Continuing Medical Education

摘　　要：目的 探讨多学科诊疗(multidisciplinary diagnosis and treatment,MDT)结合以问题为基础的教学法(problem-based learning,PBL)在胃肠外科住院医师规范化培训(简称住培)研究生综合临床能力培养中的应用效果。方法 选取2019年1月—2021年8月于广州医科大学附属第二医院轮科3个月以上的60名第2年及以上外科临床专业住院住培硕士研究生作为研究对象,轮转入胃肠外科后采用随机数字表法分为A组、B组、C组,每组20名。A组采用PBL法,B组采用MDT模式教学,C组采用MDT结合PBL模式法。比较3组的对MDT了解得分、多学科临床思维得分、主动学习能力得分、出入科成绩得分。结果 3组的对MDT了解得分、多学科临床思维得分、出科测试得分比较,差异有统计学意义(P <0.05);3组的主动学习能力得分、入科测试得分比较,差异无统计学意义(P> 0.05);B组、C组的对MDT了解得分[(3.85±0.67)分、(4.30±0.57)分]、多学科临床思维得分[(82.30±3.85)分、(85.55±3.38)分]均高于A组[(3.05±0.83)分、(77.90±5.86)分],C组的出科测试得分[(86.10±3.28)分]高于A组[(81.90±4.42)分],差异均有统计学意义(P <0.05);C组对MDT了解得分[(4.30±0.57)分]、主动学习能力得分[(4.00±0.73)分]、多学科临床思维得分[(85.55±3.38)分]高于B组[(3.85±0.67)分、(3.45±0.51)分、(82.30±3.85)分],差异均有统计学意义(P <0.05);A组与B组的主动学习能力得分、入科测试得分、出科测试得分比较,差异无统计学意义(P> 0.05);A组与C组的主动学习能力得分、入科测试得分比较,差异无统计学意义(P> 0.05);B组与C组的入科测试得分、出科测试得分比较,差异无统计学意义(P> 0.05)。结论 MDT结合PBL教学模式具有良好的互补作用,将两者结合起来形成一种新的教学模式,能够为培养胃肠外科住培研究生提供一种更好的教学模式。Objective To explore the application effect of the model of multidisciplinary diagnosis and treatment(MDT)combined with problem-based learning(PBL)in the standardized training of gastrointestinal surgical residency(referred to as residency training)for the comprehensive clinical abilities cultivation of graduate students.Methods A total of 60 undergraduate master's degree students of clinical surgery for the second year or above who had been rotated in the Second Affiliated Hospital of Guangzhou Medical University for more than 3 months from January 2019 to August 2021 were selected as the research objects.After rotating into the departmentof gastrointestinal surgery,they were randomly divided into group A,group B,and group C using a random number table method,with 20 members in each group.Group A adopted PBL teaching mode,group B adopted MDT teaching mode,and group C adopted MDT combined with PBL teaching mode.The scores of MDT understanding,multidisciplinary clinical thinking,active learning ability,and entrance and exit scores among the three groups were compared.Results There were statistically significant differences in the scores of MDT understanding,multidisciplinary clinical thinking and entrance test among the three groups(P<0.05).There were no significant differences in the scores of active learning ability and entrance test among the three groups(P>0.05).The scores of MDT understanding[(3.85±0.67)points,(4.30±0.57)points]and multidisciplinary clinical thinking[(82.30±3.85)points,(85.55±3.38)points]in group B and group C were higher than those in group A[(3.05±0.83)points,(77.90±5.86)points],the score of entrance test of group C[(86.10±3.28)points]was higher than that of group A[(81.90±4.42)points],and the differences were statistically significant(P<0.05).The scores of MDT understanding[(4.30±0.57)points],active learning ability[(4.00±0.73)points]and multidisciplinary clinical thinking[(85.55±3.38)points]in group C were higher than those in group B[(3.85±0.67)points,(3.45±0.51)points,(82.3

关 键 词：多学科诊疗 以问题为基础的教学法 外科 临床教学 住院医师规范化培训 研究生 

分 类 号：G643[文化科学—高等教育学]