MDT联合PBL+CBL教学法在肿瘤科专业型研究生及规培医师临床教学中的应用研究

Application of MDT combined with PBL+CBL teaching method in clinical teaching of oncology profession-oriented postgraduates and GP doctors

目的探讨MDT联合PBL+CBL教学体系在肿瘤科教学中的应用效果,以便探索培养临床型研究生及规培医师多角度思维模式。方法将42名2015—2017级肿瘤学专业学位研究生及规培医师随机分为两组;实验组实行MDT联合PBL+CBL教学法,对照组采用传统教学法(LBL);教学结束后以出科考核及调查问卷的形式进行教学效果质量评估。结果出科考核结果显示,实验组理论知识+临床考核+病例分析总分成绩(268.8±6.2)明显优于对照组(226.4±7.9),差异具有统计学意义(P<0.01);实验组调查问卷显示,认为MDT联合PBL+CBL有助于提升团队协作能力、加强学习参与感、帮助系统掌握知识、有助于培养创新实践能力以及逻辑思维能力的学生比例分别占95.2%、85.7%、80.9%、76.2%及71.4%。此教学模式获得了实验组大部分学生的认可与好评。结论在肿瘤科临床教学中,MDT联合PBL+CBL教学模式极大地调动了学生学习的积极性、主动性和创造性,对优化教学成果和提升临床医师综合素质成效显著。

Objective To explore the application effect of MDT combined with PBL CBL teaching system in the teaching of oncology so as to produce the multi-angle thinking mode of cli-nical postgraduates and regular training physicians. Methods We randomly divided 42 oncology graduate students of Grades 2015 to 2017 and regular training physicians into two groups. The experimental group received the MDT combined with PBT. CBL teaching method while the con-trol group adopted the traditional teaching method （LBL）. The teaching quality and effect were evaluated with examination and questionnaire. Results The examination results showed that the experimental group had significantly higher total score （268.8 ± 6.2 ） of theoretical knowledge clinical assessment case analysis than the control group （226.4 ± 7.9） （P〈0.01 ）. The ques-tionnaire among the experimental group showed that the proportion of students who think MDT combined with PBL CBL can help improve team cooperation, enhance learning participation, help master systematic knowledge, and help cultivate creative practice ability and logical thinking ab-ility was 95.2%, 85.7%, 80.9%, 76.2% and 71.4%, respectively. This teaching mode has been accepted and praised by most of the students in the experimental group. Conclusion In clinical teaching of oncology, MDT combined with PBI. CBL teaching mode has greatly aroused students learning enthusiasm and initiative and creativity. It has a significant effect in optimizing teaching results and improving the comprehensive quality of clinicians.