多学科协作诊疗模式下对分课堂联合案例教学法在胃肠肿瘤临床教学中的应用  

Application of presentation-assimilation-discussion combined case-based learning method in clinical teaching of gastrointestinal tumors under multi-disciplinary treatment mode

作　　者：李方超[1] 李敖[1] 傅玲[1] 刘康[1] LI Fangchao;LI Ao;FU Ling;LIU Kang(Department of Oncology,Affiliated Hospital of Weifang Medical University,Shandong,Weifang 261031,China)

机构地区：[1]潍坊医学院附属医院肿瘤内科,山东潍坊261031

出　　处：《中国医药科学》2024年第17期91-94,共4页China Medicine And Pharmacy

基　　金：山东省中医药科技项目(M-2023331)。

摘　　要：目的研究多学科协作诊疗(MDT)模式下对分课堂联合案例教学法(CBL)在胃肠肿瘤临床教学中的应用效果。方法按随机数表法将2021年10月至2022年12月在潍坊医学院附属医院肿瘤内科学习的肿瘤学硕士研究生75名分为对照组(n=37)和研究组(n=38),对照组接受传统教学,研究组接受MDT模式下对分课堂联合CBL教学,比较两组教学效果和满意度。结果培训3个月后,研究组理论知识、病例分析及专业知识总分均高于对照组,差异有统计学意义(P<0.05);培训3个月后,研究组团队协作能力、沟通能力、临床思维、临床诊疗能力均高于对照组,差异有统计学意义(P<0.05);培训3个月后,研究组学习效率、学习兴趣、自学能力、理解能力、文献搜索能力及学生满意度总分均高于对照组,差异有统计学意义(P<0.05)。结论MDT模式下对分课堂联合CBL可提升肿瘤学硕士研究生胃肠肿瘤方面专业知识水平和综合能力,提高教学满意度,值得推广。Objective To explore the effect of application of presentation-assimilation-discussion(PAD)combined case-based learning(CBL)in clinical teaching of gastrointestinal tumors under multi-disciplinary treatment mode.Methods A total of 75 master’s students in oncology who studied in the Oncology Department of Affiliated Hospital of Weifang Medical University from October 2021 to December 2022 were divided into a control group(n=37)and a research group(n=38)using a random number table method.The control group received traditional teaching,while the research group received PAD combined CBL teaching under MDT mode.The teaching effectiveness and satisfaction were compared between two groups.Results After 3 months of training the total scores of theoretical knowledge,case analysis,and professional knowledge in the research group were higher than those in the control group,with statistically significant differences(P<0.05).After 3 months of training,the research group’s team collaboration ability,communication ability,clinical thinking ability,and clinical diagnosis and treatment ability were all higher than those of the control group,with statistically significant differences(P<0.05).After 3 months of training,the study group had higher learning efficiency,learning interest,self-learning ability,comprehension ability,literature search ability,and total student satisfaction scores than the control group with statistically significant differences(P<0.05).Conclusion Under the MDT mode,the PAD combined CBL teaching can improve the professional knowledge and comprehensive ability of master’s students in oncology in gastrointestinal oncology,improve teac hing satisfaction,and is worth promoting.

关 键 词：多学科协作诊疗 对分课堂 案例教学法 临床教学 

分 类 号：R-4[医药卫生] G642[文化科学—高等教育学]