Atta Ihab Shafek, Alzahrani Rajab A
Pathology Department, Faculty of Medicine, Al-Azhar University, Assuit, Egypt.
Pathology Department, Faculty of Medicine, Albaha University, Albaha, Saudi Arabia.
Adv Med Educ Pract. 2020 May 29;11:359-367. doi: 10.2147/AMEP.S256693. eCollection 2020.
Multidisciplinary, as a term, is used to define people from different scientific backgrounds working together, each drawing on their field of expertise. Some related terms are frequently used interchangeably, such as interdisciplinary and transdisciplinary, but they are confusing and ambiguous. Introduction of a multidisciplinary teaching method in the early phases of medical curricula is insufficient for effective learning. Here, we aim to implement a multidisciplinary approach in the early phase of medical education and identify outcomes.
Two groups were evaluated in this study, each representing phases II and III of the Albaha medical curriculum, and including 90 and 86 students, respectively. "Hearing tests and their clinical applications" was selected as a subject to evaluate the understanding of special senses as studied by the phase II group, while "pathology of otolaryngology-related tumors and clinical correlations" was selected as a subject to evaluate the understanding of otolaryngology as studied by the phase III group. These subjects were selected by faculty members from otolaryngology, pathology and physiology departments and taught in successive stations. Teaching sessions were followed by a formative test that included 10 multiple-choice questions and a mini-clinical evaluation exercise (mini-CEX). A questionnaire to evaluate student satisfaction was completed after the exam.
Students' satisfaction for the "hearing tests and their clinical applications" and "pathology of otolaryngology-related tumors and clinical correlations" subjects were 80% and 90.5%, respectively. The formative assessment revealed good student performance at 63.28%, and 60.46% of all students in both phases attained scores above 80%.
Introduction of a multidisciplinary approach early in the medical curriculum improves knowledge and skill acquisition. This is reflected in student performance, especially if evaluated using the mini-CEX format, thus providing rapid feedback to students concerning their performance.
“多学科”一词用于定义来自不同科学背景的人员共同协作，各自发挥其专业领域的专长。一些相关术语经常被互换使用，如跨学科和超学科，但它们容易混淆且含义模糊。在医学课程的早期阶段引入多学科教学方法不足以实现有效的学习。在此，我们旨在在医学教育的早期阶段实施多学科方法并确定成果。
本研究评估了两组，每组分别代表阿尔巴哈医学课程的第二阶段和第三阶段，分别包括90名和86名学生。“听力测试及其临床应用”被选为一个主题，以评估第二阶段小组所学习的特殊感官的理解情况，而“耳鼻喉科相关肿瘤的病理学及临床关联”被选为一个主题，以评估第三阶段小组所学习的耳鼻喉科的理解情况。这些主题由耳鼻喉科、病理学和生理学系的教员选定，并在连续的站点进行授课。授课后进行一次形成性测试，包括10道多项选择题和一次迷你临床评估练习（mini-CEX）。考试后完成一份评估学生满意度的问卷。
学生对“听力测试及其临床应用”和“耳鼻喉科相关肿瘤的病理学及临床关联”主题的满意度分别为80%和90.5%。形成性评估显示学生表现良好的比例为63.28%，两个阶段的所有学生中有60.46%的人得分高于80%。
在医学课程早期引入多学科方法可提高知识和技能的获取。这反映在学生的表现上，特别是如果使用迷你临床评估练习（mini-CEX）形式进行评估，从而为学生提供有关其表现的快速反馈。
