肿瘤学专业型硕士研究生临床教学思维的对照研究

A controlled study of clinical teaching thinking among professional master postgraduates in oncology

目的研究多学科协作诊疗(multi-disciplinary team,MDT)模式结合以真实病例为基础的教学方法(case based learning,CBL)在肿瘤学专业型硕士研究生临床教学中的实际效果,为该专业临床硕士创新教学模式。方法选取2018年1月至2022年3月就读于解放军医学院肿瘤学专业的专业型硕士研究生36名为研究对象,采用随机数字表法将研究对象分为观察组与对照组,每组各18名。对照组研究生接受传统的教学模式,观察组研究生接受MDT结合CBL的教学模式,两组研究生的学习周期均为4个月。比较两组研究生临床考核、问卷调查结果及对教学满意度。结果观察组研究生临床技能考核、理论测试和病例分析评分均显著高于对照组(均P<0.05),问卷调查中的临床思维能力提升明显优于对照组(P<0.05),自主学习能力、理论联系实际能力、获得与理解信息能力及团队协作能力同样较对照组有所提升,但组间比较差异均无统计学意义(均P>0.05)。观察组研究生对教学的总满意度高于对照组,但组间比较差异无统计学意义(P>0.05)。结论MDT结合CBL的教学模式可以改善并提升肿瘤学专业型硕士研究生的临床思维能力,在读专业型硕士研究生对该模式的满意度较高。

Objective To explore the effectiveness of multi-disciplinary team(MDT)combined with case based learning(CBL)in clinical teaching among professional master postgraduates in oncology,and then create a new teaching model for them.Method Thirty-six oncology professional master postgraduates in oncology enrolled in the Chinese PLA Medical School from January 2018 to March 2022 were selected for the study,and they were divided into observation group and control group according to the random number table method,with 18 postgraduates in each group.Control group received traditional teaching mode and observation group received MDT combined with CBL.Both groups took 4 months as the learning cycle.The clinical assessment,questionnaire survey results and satisfaction with teaching were compared between the two groups.Result The scores of clinical skills assessment,theory test and case analysis of the postgraduates in observation group were significantly higher than those in control group(all P<0.05),the improvement of clinical thinking ability was significantly better than that in control group(P<0.05),the ability to independent learning,the capability to relate theory to practice,the ability to obtain and understand information and the capability to work in a team were also better than those in control group,but the differences were not statistically significant(all P>0.05).Observation group was more satisfied with the teaching than that of control group,but the difference was not statistically significant(P>0.05).Conclusion The MDT combined with CBL can improve the clinical thinking ability of professional master postgraduates in oncology,and postgraduates are more satisfied with this method.