Lin Xue-Jing, Zhou Jie, Yuan Qing, Dong Yu-Lei, Xia Wen-Xuan, Sunchuri Diwas, Guo Zhu-Ling
School of Dentistry, Hainan Medical University, Haikou, 571199, PR China.
Department of Health Management Center, The First Affiliated Hospital of Hainan Medical University, Haikou, 570100, PR China.
BMC Med Educ. 2025 Jan 23;25(1):113. doi: 10.1186/s12909-024-06632-3.
Oral general course (OGC) is a basic subject of medical education. The implementation of multidisciplinary team (MDT) meets the individual needs of patients. Based on the concept of MDT, this study combined the theory and practice of flipped classroom teaching method to evaluate the teaching effect, so as to provide a basis and reference for the thinking transformation of medical students to clinicians.
The participants of the study were 760 clinical undergraduates in OGC training in Hainan Medical University from 2021 to 2023. A total of 760 students were divided into a control group and an observation group of 380 cases, each using the random number table method. The control group used traditional teaching methods, the observation group adopted the MDT combined with flipped classroom teaching model and organized dental postgraduates team to participate in the teaching task. A unified assessment of the teaching outcomes was conducted after 1 semester study duration.
The basic theory, independent learning ability and case analysis scores of the observation group were higher than those in the control group, and the differences were statistically significant (P < 0.05). Except there was no statistically significant difference in literature searching ability between the two groups (P > 0.05), the other indicators of teaching satisfaction in the observation group were higher than those in the control group, and the difference was statistically significant (P < 0.05). The postgraduates team gave relatively good feedback to the MDT combined flipped classroom teaching model.
MDT combined flipped classroom teaching model had outstanding effect in OGC, this student-centered teaching method was a beneficial supplement to their clinical thinking and practical ability, and worth further promotion.
Not applicable.
口腔综合课程（OGC）是医学教育的基础学科。多学科团队（MDT）的实施满足了患者的个性化需求。基于MDT理念，本研究将翻转课堂教学法的理论与实践相结合，以评估教学效果，从而为医学生向临床医生的思维转变提供依据和参考。
本研究的参与者为2021年至2023年在海南医学院接受OGC培训的760名临床本科生。共760名学生分为对照组和观察组，每组380例，均采用随机数字表法分组。对照组采用传统教学方法，观察组采用MDT结合翻转课堂教学模式，并组织口腔研究生团队参与教学任务。经过1个学期的学习后，对教学成果进行统一评估。
观察组的基础理论、自主学习能力和病例分析成绩均高于对照组，差异具有统计学意义（P < 0.05）。除两组文献检索能力差异无统计学意义（P > 0.05）外，观察组教学满意度的其他指标均高于对照组，差异具有统计学意义（P < 0.05）。研究生团队对MDT结合翻转课堂教学模式给予了较好的反馈。
MDT结合翻转课堂教学模式在OGC教学中效果显著，这种以学生为中心的教学方法对培养学生的临床思维和实践能力是一种有益补充，值得进一步推广。
不适用。
