多学科诊疗模式在不同阶段临床教学中的应用情况调查

Application of Multidisciplinary Treatment Model in Clinical Teaching at Different Stages

目的 评估多学科诊疗模式在不同阶段临床教学中的应用普及程度及学员评价,评估其应用价值,为临床教学模式改革提供建议。方法 随机选取2020年9月—2021年6月期间华中科技大学同济医学院附属同济医院住院医师规范化培训学员30名,临床五年制实习医学生30名,临床五年制见习医学生30名,对其进行问卷调查,包括调查对象基本信息、MDT知晓率、参与度、参加MDT涉及学科、病种、是否对当前阶段学习有帮助、参加多学科诊疗(multidisciplinary treatment,MDT)获益情况等。结果 住培学员对MDT知晓率、参与度明显高于实习组、见习组,实习组仅16.7%参加过MDT,见习组仅1名参加,知晓率亦较低。参加的MDT申请学科以外科为主,其中肝脏外科占到85.7%,其主要病种也以肝脏肿瘤为主。其中参加过MDT讨论的学员中,100%认为MDT对于当前阶段学习有帮助并能提高学习兴趣。结论 住培学员对MDT知晓率、参与率较高,实习、见习同学知晓率很低;参与MDT的学员反馈较为积极,结合文献报道,建议教学医院加强MDT在教学中的推广应用,同时进行教学效果考核,以科学评价教学效果。

Objective To explore the application of Multidisciplinary Treatment(MDT) model in different stages of clinical teaching, and to provide suggestions for the reform of clinical teaching model. Methods From September 2020 to June 2021, we randomly selected 30 trainees for standardized training of residents in Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, 30 clinical five-year interns, and 30 clinical five-year interns, and conducted a questionnaire survey on them, including basic information, awareness rate of MDT,participation, disciplines involved in participating in MDT,disease types, whether it is helpful for current learning Benefits from participating in multidisciplinary treatment(MDT), etc. Results The awareness and participation of the standardized training of residents trainees were significantly higher than that of the intern group. Only 16.7% of the grade 5 clinical interns had participated in MDT, while only 1 of grade 4 clinical interns had participated in MDT. The MDT application subjects are mainly surgery, of which liver surgery accounts for 85.7%, and the main diseases are also abdominal tumors. Among the students who have participated in MDT discussion, 100% think MDT is helpful for the current stage of learning. Conclusion MDT model is helpful to improve the teaching quality of different clinical stages, improve students’ learning interest, and cultivate correct clinical thinking. School and hospital should strengthen the diversified and standardized construction of MDT discipline, and actively introduce MDT into clinical teaching of different stages. Hospitals can promote the participation of psychiatric specialties in multidisciplinary diagnosis and treatment and its application in teaching, so as to strengthen the cultivation of humanistic spirit of students at all clinical stages.