Wen Fengrong, Mo Julan, Li Renxiang
College of Nursing, Zhaoqing Medical College, Zhaoqing, China.
Department of Gynaecology and Obstetrics, Zhaoqing Maternal and Child Health Care Hospital, Zhaoqing, China.
Front Med (Lausanne). 2025 Jan 8;11:1468256. doi: 10.3389/fmed.2024.1468256. eCollection 2024.
To explore the application value of multi-disciplinary collaborative diagnosis (MDT) and treatment combined with the case-based learning (CBL) teaching method based on real clinical cases in gynecological malignant tumor practice teaching.
A total of 120 clinical students who were interning in the Department of Gynecology in our hospital from January 2022 to June 2023 were selected and divided into a research group ( = 60) and a control group ( = 60) according to the random number table method. The research group adopted a MDT combined with the CBL teaching model, while the control group followed a traditional teaching model. After the two-month internship, the teaching faculty completed a self-evaluation form, and the students jointly evaluated the teaching effect through an exit assessment, which included basic theory, clinical skills, and case assessment. Additionally, a questionnaire survey was conducted to evaluate the student's recognition of the teaching model and collect their opinions and suggestions.
The research group showed significantly higher scores in basic theoretical knowledge, clinical skills, and case analysis assessments compared to the control group ( < 0.05). The questionnaire survey results indicated that the research group outperformed the control group in knowledge acquisition, learning initiative, learning interest, clinical analysis ability, clinical diagnosis, treatment thinking, teamwork ability, literature retrieval, and reading ability, and clinical language expression ability ( < 0.05). Students' feedback suggested increasing doctor-patient communication time and improving the doctor-patient communication skills.
MDT combined with the CBL teaching model based on real clinical cases can effectively foster autonomous learning, enhance the application of basic theoretical knowledge, and improves the quality of clinical teaching in gynecology. This method is worthy of promotion in clinical teaching.
探讨多学科协作诊断（MDT）与基于真实临床病例的案例式学习（CBL）教学方法相结合在妇科恶性肿瘤实践教学中的应用价值。
选取2022年1月至2023年6月在我院妇科实习的120名临床学生，按照随机数字表法分为研究组（n = 60）和对照组（n = 60）。研究组采用MDT联合CBL教学模式，对照组采用传统教学模式。经过两个月的实习后，带教教师完成自我评价表，学生通过出科考核共同评价教学效果，考核内容包括基础理论、临床技能和病例评估。此外，进行问卷调查以评估学生对教学模式的认可度，并收集他们的意见和建议。
研究组在基础理论知识、临床技能和病例分析考核中的得分显著高于对照组（P < 0.05）。问卷调查结果表明，研究组在知识获取、学习主动性、学习兴趣、临床分析能力、临床诊断、治疗思维、团队协作能力、文献检索与阅读能力以及临床语言表达能力等方面均优于对照组（P < 0.05）。学生反馈建议增加医患沟通时间并提高医患沟通技巧。
基于真实临床病例的MDT联合CBL教学模式可有效促进自主学习，增强基础理论知识的应用，提高妇科临床教学质量。该方法值得在临床教学中推广。
