多学科协作诊疗模式在临床医学专业整体思维培养中的效果  

Effect of Multi-Disciplinary Collaborative Diagnosis and Treatment Mode in Cultivating Holistic Thinking in Clinical Medicine Specialty

作　　者：李霞[1] 吴洁[1] 李明蓉 秦从军[3] 刘昌明[4] 黄翔静 LI Xia;WU Jie;LI Mingrong;QIN Congjun;LIU Changming;HUANG Xiangjing(Internal Medicine Teaching and Research Office,Ya′an Polytechnic College,Ya′an Sichuan 625000,China;Anatomy Teaching and Research Office,Ya′an Polytechnic College,Ya′an Sichuan 625000,China;Physiology Teaching and Research Office,Ya′an Polytechnic College,Ya′an Sichuan 625000,China;Pathology Teaching and Research Office,Ya′an Polytechnic College,Ya′an Sichuan 625000,China;Imaging Teaching and Research Office,Ya′an Polytechnic College,Ya′an Sichuan 625000,China)

机构地区：[1]雅安职业技术学院内科教研室,四川雅安625000 [2]雅安职业技术学院解剖教研室,四川雅安625000 [3]雅安职业技术学院生理教研室,四川雅安625000 [4]雅安职业技术学院病理教研室,四川雅安625000 [5]雅安职业技术学院影像教研室,四川雅安625000

出　　处：《中国继续医学教育》2024年第20期114-118,共5页China Continuing Medical Education

基　　金：四川省教育厅2022-2024年职业教育人才培养和教育教学改革研究项目(GZJG2022-699)。

摘　　要：目的研究多学科协作诊疗(multi-disciplinary collaborative diagnosis and treatment,MDT)模式在临床医学专业整体思维培养中的效果。方法选取雅安职业技术学院临床医学院2024年3—6月的33名临床专业22级学生作为观察组,另选取雅安职业技术学院临床医学院2023年3—6月的33名临床专业21级学生作为对照组。观察组采取MDT模式进行教学,对照组采用传统教学。比较2组学生的考试成绩、整体思维能力、考核评价得分以及教学总满意度。结果观察组学生考试成绩中的临床多学科基础知识[(22.42±1.28)分]、临床专业知识[(22.05±1.96)分]、临床技术实操[(18.75±1.57)分]、临床试验设计和验证[(13.29±0.42)分]及医患沟通基本技能[(14.66±0.25)分]成绩均高于对照组[(18.02±2.38)分、(15.33±3.01)分、(13.28±2.64)分、(10.04±2.02)分、(11.50±1.12)分],差异有统计学意义(P<0.05)。观察组学生整体思维能力中的临床资料检索能力[(18.33±1.15)分]、临床实践操作能力[(17.18±2.86)分]、临床沟通应变能力[(18.19±0.97)分]、临床分析理解信息能力[(19.13±0.32)分]、临床团队协作能力[(18.33±1.67)分]及临床解决问题与创新能力[(18.43±1.07)分]评分均高于对照组[(12.06±2.11)分、(12.77±2.71)分、(13.28±2.24)分、(13.34±1.75)分、(12.34±1.92)分、(13.28±2.68)分],差异有统计学意义(P<0.05)。观察组学生考核评价中的课前任务[(95.11±4.35)分]、课堂参与度[(96.11±2.34)分]、方案可行度[(92.49±4.22)分]、操作规范[(93.17±2.33)分]、医患沟通[(93.75±3.58)分]、人文关怀[(95.77±3.28)分]、课后作业评价得分[(95.65±4.30)分]均高于对照组[(80.23±5.35)分、(83.38±3.44)分、(80.28±3.17)分、(83.65±2.78)分、(80.37±3.65)分、(84.38±4.49)分、(80.44±5.75)分],差异有统计学意义(P<0.05)。观察组的教学总满意度为100%,高于对照组的69.70%,差异有统计学意义(P<0.05)。结论在临床医学专业教学�Objective To study the effect of multi-disciplinary collaborative diagnosis and treatment(MDT)model in cultivating holistic thinking in clinical medicine specialty.Methods A total of 33 students of grade 22 clinical majors in the School of Clinical Medicine of Ya′an Polytechnic College from March to June 2024 were selected as the observation group,and 33 students of grade 21 clinical majors in the School of Clinical Medicine of Ya′an Polytechnic College from March to June 2023 were selected as the control group.The observation group was taught with MDT mode,while the control group was taught with traditional teaching.The examination scores,overall thinking ability,assessment and evaluation scores and the total teaching satisfaction of the two groups of students were compared.Results The examination scores such as clinical multi-disciplinary foundational knowledge[(22.42±1.28)points],clinical professional knowledge[(22.05±1.96)points],clinical technical practical operation[(18.75±1.57)points],clinical experiment design and verification[(13.29±0.42)points]and basic skills in doctor-patient communication[(14.66±0.25)points]of the students in the observation group were higher than those in the control group[(18.02±2.38)points,(15.33±3.01)points,(13.28±2.64)points,(10.04±2.02)points,(11.50±1.12)points],and the differences were statistically significant(P<0.05).The scores of overall thinking abilities such as clinical data retrieval ability[(18.33±1.15)points],clinical practice operation ability[(17.18±2.86)points],clinical communication adaptability ability[(18.19±0.97)points],clinical analysis and information understanding ability[(19.13±0.32)points],clinical team cooperation ability[(18.33±1.67)points]and clinical problem-solving and innovation ability[(18.43±1.07)points]of students in the observation group were higher than those in the control group[(12.06±2.11)points,(12.77±2.71)points,(13.28±2.24)points,(13.34±1.75)points,(12.34±1.92)points,(13.28±2.68)points],the differences were statis

关 键 词：多学科协作诊疗模式 医学带教 临床医学专业 基础医学学科 整体思维 全科思维 培养 

分 类 号：G712[文化科学—职业技术教育学]