多学科协作教学模式在糖尿病并发症带教中的探索

The Exploration of Multidisciplinary Collaborative Teaching Model in the teaching of Diabetic Complications

目的探索多学科协作(multi-disciplinary treatment,MDT)教学法在糖尿病并发症带教中的应用价值。方法选择2023年1—12月陕西省人民医院内分泌科进行住院医师规范化培训(规培)的60名学生作为研究对象,随机分为对照组(传统教学)和MDT组(MDT教学法),每组30名,比较两组规培生的综合能力、教学满意度及入科和出科考核成绩。结果MDT组基础知识、操作技能、案例分析成绩显著高于对照组,差异有统计学意义(P均<0.05)。MDT组专业知识、语言表达能力、人际关系、心理素质、学习兴趣、沟通能力、提出问题、分析问题、解决问题能力显著优于对照组,差异有统计学意义(P均<0.05)。MDT组教学满意度为100.00%(30/30),显著高于对照组的80.00%(24/30),差异有统计学意义(χ^(2)=4.630,P<0.05)。结论MDT教学法可显著提升带教效果,提高规培生的综合能力和教学满意度。

Objective To explore the application value of multi-disciplinary treatment(MDT)teaching method in the teaching of diabetes complications.Methods Sixty students from the Department of Endocrinology of Shaanxi Provincial People's Hospital from January to December 2023 were selected as the research objects.They were randomly divided into control group(traditional teaching)and MDT group(MDT teaching method),with 30 students in each group.The comprehensive ability,teaching satisfaction,and examination scores of admission and graduation were compared between the two groups.Results The results of basic knowledge,operation skill and case analysis in MDT group were significantly higher than those in control group,the differences were statistically significant(all P<0.05).The professional knowledge,language expression ability,interpersonal relationship,psychological quality,interest in learning,communication ability,and question asking,problem analysis and problem solving of the MDT group were significantly better than those in control group,the differences were statistically significant(all P<0.05).The teaching satisfaction of MDT group was 100.00%(30/30)significantly higher than 80.00%(24/30)of control group of 80.00%,the difference was statistically significant(χ^(2)=4.630,P<0.05).Conclusion MDT teaching method can significantly improve the teaching effect,improve the comprehensive ability and teaching satisfaction of students.