多学科协作模式引入医学影像学实习生教学的应用探讨

Discussion on the Application of Multidisciplinary Cooperation Model Into the Teaching of Medical Imaging Interns

目的 以实习大纲和教材为参考,探讨多学科协作(multidisciplinary collaboration,MDT)模式在医学影像学实习生教学的应用。方法 选择在宜昌市第二人民医院2018年8月—2021年8月医学影像科实习的大学本科生40名,将实习生随机分为试验组与对照组,对照组采取课堂教学,试验组采用MDT教学模式,对比分析教学时长、学生理论成绩、阅片成绩及无记名调查问卷结果。问卷调查的内容包括学习兴趣、文献阅读能力、教学满意程度、影像阅片分析以及临床思维能力。结果教学时长试验组较对照组更长,差异有统计学意义(P<0.05),理论成绩试验组高于对照组,差异有统计学意义(P<0.05),阅片成绩试验组高于对照组,差异有统计学意义(P<0.05),学习兴趣、文献阅读能力、教学满意程度、影像阅片分析以及临床思维能力试验组均优于对照组,差异有统计学意义(P<0.05)。结论 MDT教学模式在提高学生理论及阅片成绩方面有明显优势,在学习兴趣、文献阅读能力、教学满意程度、影像阅片分析以及临床思维能力方面也对学生有较大帮助,但是由于MDT教学模式需要多位临床带教老师的共同参与,以及涉及多学科的理论知识及临床专家的发言、讨论,因此教学时间相对较长。

Objective Based on the practice syllabus and teaching materials,this paper discusses the application of multidisciplinary collaboration(MDT)model in the teaching of medical imaging interns.Methods A total of 40 undergraduate students who practiced in the medical imaging department of the Second People’s Hospital of Yichang from August 2018 to August 2021 were randomly divided into the control group and the experimental group.The control group was taught by classroom teaching,and the experimental group was taught in MDT teaching mode.The teaching duration,students'theoretical scores,film reading scores and anonymous questionnaire results were compared and analyzed.Learning interest,literature reading ability,teaching satisfaction,image reading analysis and clinical thinking ability were included in the contents of the questionnaire.Results The teaching time of experimental group was longer than that of control group,and the difference was statistically significant(P<0.05).Theoretical score of experimental group was higher than those of control group,the difference was statistically significant(P<0.05).Film reading score of experimental group was higher than those of control group,the difference was statistically significant(P<0.05).Learning interest,literature reading ability,teaching satisfaction,video reading analysis and clinical thinking ability of experimental group were better than those of control group,the differences were statistically significant(P<0.05).Conclusion MDT teaching mode has obvious advantages in improving students'theory and film reading performance,and is of great help in learning interest,literature reading ability,teaching satisfaction,image film reading analysis and clinical thinking ability.However,MDT teaching mode requires the participation of multiple clinical teaching teachers and involves multidisciplinary theoretical knowledge,so the teaching time is relatively long.