摘要
目的探讨多学科诊疗模式(multi-disciplinary team,MDT)联合以案例为基础的教学法(case-based learning,CBL)在肿瘤内科临床教学中的应用效果。方法选取2021年3月—2022年3月于内蒙古医科大学附属医院肿瘤内科实习的医学生40名作为研究对象,按随机数字表法分为两组,各20名。对照组采用传统教学法,观察组采取MDT联合CBL教学法,两组均实习8周。比较两组教学效果、学生的批判性思维能力水平以及学生对教学内容的满意度。结果两组实习前批判性思维能力评分,差异无统计学意义(P>0.05);观察组考核成绩中理论知识为(84.43±3.27)分、病例书写为(83.38±3.35)分、病例分析为(83.46±3.42)分、临床基本操作为(84.53±3.64)分,均高于对照组,差异有统计学意义(P<0.05)。观察组实习后中文版批判性思维能力测量表(critical thinking disposition inventory-Chinese version,CTDI-CV)中分析能力为(35.14±3.18)分、系统化能力为(36.89±3.15)分、寻找真相为(35.51±3.14)分、开放思想为(35.09±3.36)分、求知欲为(36.99±3.45)分、自信心为(36.75±3.25)分、认知成熟度为(40.96±4.14)分、总分为(262.99±22.63)分,较对照组高,差异有统计学意义(P<0.05)。观察组教学满意度中提升学习积极性为(3.87±0.26)分、提升自主学习能力为(3.94±0.30)分、加深理解记忆为(3.98±0.32)分、培养临床思维为(3.97±0.35)分、总分为(15.89±1.36)分,高于对照组,差异有统计学意义(P<0.05)。结论MDT联合CBL教学法应用于肿瘤内科临床教学中,能够提高教学效果,促进学生批判性思维能力提升,从而获得更高的教学满意度。
Objective To explore the application effect of multi-disciplinary diagnosis and treatment model(MDT)combined with case-based(CBL)teaching model in clinical teaching of medical oncology.Methods A total of 40 medical students who practiced in the department of medical oncology in Affiliated Hospital of Inner Mongolia Medical University from March 2021 to March 2022 were selected as the research objects,and divided into two groups according to the random number table method,with 20 students in each group.The control group adopted the traditional teaching method,the observation group adopted the MDT combined CBL teaching mode,and both groups practiced for 8 weeks.The teaching effect,critical thinking ability and teaching satisfaction were compared between the two groups.Results There was no statistically significant difference in the scores of critical thinking ability between the two groups before internship(P>0.05).The assessment scores of the observation group were(84.43±3.27)points for theoretical knowledge,(83.38±3.35)points for case writing,(83.46±3.42)points for case analysis,and(84.53±3.64)points for clinical basic operations,all of which were higher than those of the control group,with statistical differences(P<0.05).In the critical thinking disposition inventory-Chinese version(CTDI-CV)after internship in the observation group,the scores of analytical ability were(35.14±3.18),systematic ability was(36.89±3.15)points,truth seeking was(35.51±3.14)points,open thinking was(35.09±3.36)points,curiosity was(36.99±3.45)points,self-confidence was(36.75±3.25)points,cognitive maturity was(40.96±4.14)points,and total score was(262.99±22.63)points,which were higher than the control group,there were statistical differences(P<0.05).In the observation group,the improvement of learning enthusiasm was(3.87±0.26)points,the improvement of autonomous learning ability was(3.94±0.30)points,the deepening of understanding and memory was(3.98±0.32)points,the cultivation of clinical thinking was(3.97±0.35)points,and t
作者
邢智伟
XING Zhiwei(Department of Medical Oncology,Affiliated Hospital of Inner Mongolia Medical University,Hohhot Inner Mongolia 010050,China)
出处
《中国继续医学教育》
2023年第19期68-72,共5页
China Continuing Medical Education
基金
内蒙古医科大学2022年度高等教育教学改革研究项目(NYJXGG2022118)。
关键词
肿瘤内科
临床教学
多学科诊疗模式
以案例为基础的教学法
教学效果
批判性思维能力
教学满意度
medical oncology
clinical teaching
multidisciplinary diagnosis and treatment model
case-based learning method
teaching effect
critical thinking ability
teaching satisfaction
