PBL联合MDT教学模式在卵巢恶性肿瘤临床教学中的实践与探索

Practice and exploration of PBL combined with MDT in clinical teaching of ovarian malignant tumor

目的探讨以问题为基础学习(PBL)联合多学科诊疗(MDT)教学模式在医学研究生临床肿瘤学卵巢癌单元教学中的应用效果。方法选取浙江大学临床医学硕博研究生54名,采用不同教学单元进行对比,卵巢癌教学单元采用PBL联合MDT模式教学,前列腺癌教学单元采用传统授课模式,课后采用问卷调查方式综合评价教学效果。结果PBL联合MDT教学模式的总评价好率、值得推广率均高于传统教学模式,差异均有统计学意义(χ^(2)分别=9.56、7.94,P均<0.05);PBL联合MDT教学模式在提高学习积极性、提高自主学习能力、提高临床思维能力、提高团队协作能力、提高分析解决问题能力、提高语言表达能力以及课程趣味性方面的满意度均高于传统教学模式,差异均有统计学意义(χ^(2)分别=33.66、36.75、26.14、21.51、21.01、31.68、26.88,P均<0.05)。结论PBL联合MDT模式应用于医学研究生临床肿瘤学教学效果较理想,值得在医学研究生临床肿瘤学教学中进一步探索和实践。

Objective To explore the teaching effect of problem-based learning(PBL)combined with multi-disciplin⁃ary treatment(MDT)mode in ovarian cancer unit of clinical oncology in medical graduate students.Methods A total of 54 medical master and doctoral students from Zhejiang University were selected.PBL combined MDT teaching mode was adopted in the unit of ovarian cancer,and traditional teaching mode was adopted in unit of prostate cancer.After class,questionnaire survey was used to comprehensively evaluate the teaching effect of the two teaching models.Results The favorable reception rate and worthy promoting rate of PBL combined with MDT teaching mode were higher than those of traditional teaching mode,and the differences were statistically significant(χ^(2)=9.56,7.94,P<0.05).PBL com⁃bined with MDT teaching mode has obvious advantages in improving learning enthusiasm,independent learning ability,clinical ideation,cooperative spirit,problem-solving ability,and language expression ability and increasing course inter⁃est,the differences were statistically significant(χ^(2)=33.66,36.75,26.14,21.51,21.01,31.68,26.88,P<0.05).Con⁃clusion PBL combined with MDT model has good teaching effect on clinical oncology,which is worthy of further explo⁃ration and practice in clinical oncology education.