MDT联合PBL+CBL模式在临床肝癌教学中的应用

Application of MDT Combined With PBL+CBL Model in Clinical Teaching of Liver Cancer

目的探讨多学科会诊(multiple disciplinary team,MDT)联合问题导向教学法(problem based learning,PBL)+案例教学法(case based learning,CBL)教学模式在肝癌临床教学中的应用效果。方法选择2019年10月—2022年6月入院实习的128名临床医学专业学生为研究对象,采用抽签法将其分为对照组64名和观察组64名,对照组采取传统教学模式,观察组采取MDT联合PBL+CBL教学模式。对比两组学生考核成绩、对教学效果的认同度、教学满意度。结果观察组考核成绩得分[理论知识(89.01±6.39)分、病例分析(84.16±5.04)分、技能操作(85.19±6.08)分]均高于对照组[理论知识(80.14±5.63)分、病例分析(76.69±5.60)分、技能操作(75.93±5.47)分],差异有统计学意义(P<0.05)。观察组对MDT联合PBL+CBL教学模式能激发学习兴趣(95.31%)、加深对理论知识的理解(100.00%)、提升临床思维能力(93.75%)和临床分析能力(96.88%)、提高理论联系实践的能力(100%)、提升自学能力(96.88%)和团队协作能力(95.31%)的认同度均高于对照组(56.25%、60.94%、39.06%、62.50%、43.75%、35.94%、35.94%),差异有统计学意义(P<0.05)。观察组对教学的满意度(92.19%)高于对照组(51.56%),差异有统计学意义(P<0.05)。结论MDT联合PBL+CBL的肝癌临床教学模式能提高教学质量,提升学生的综合素质。

Objective To explore the application effect of MDT combined with PBL+CBL teaching model in clinical teaching of liver cancer.Methods A total of 128 clinical medicine students who admitted to hospital for internship from October 2019 to June 2022 were selected as the research subjects.They were randomly divided into a control group of 64 students and an observation group of 64 students using a lottery method.The control group was taught with the traditional teaching model,while the observation group was taught with the MDT combined with PBL+CBL teaching model.The two groups of students were compared in terms of assessment scores,recognition of teaching effect and teaching satisfaction.Results The scores of the observation group[theoretical knowledge(89.01±6.39)points,case analysis(84.16±5.04)points,skill operation(85.19±6.08)points]were higher than those of the control group[theoretical knowledge(80.14±5.63)points,case analysis(76.69±5.60)points,skill operation(75.93±5.47)points],the difference was statistically significant(P<0.05).In the observation group,MDT combined with PBL+CBL teaching model could stimulate learning interest(95.31%),deepen understanding of theoretical knowledge(100%),improve clinical thinking ability(93.75%)and clinical analysis ability(96.88%),improve the ability of linking theory with practice(100.00%),and improve self-study ability(96.88%)and team cooperation ability(95.31%)were higher than those of the control group(56.25%,60.94%,39.06%,62.50%,43.75%,35.94%,35.94%),the difference was statistically significant(P<0.05).The satisfaction of teaching in the observation group(92.19%)was higher than that in the control group(51.56%),the difference was statistically significant(P<0.05).Conclusion MDT combined with PBL+CBL clinical teaching model of liver cancer can improve the quality of teaching,improve the comprehensive quality of students.