The clinical teaching model of lymphoma based on multiple disciplinary team
10.3760/cma.j.issn.2095-1485.2016.07.022
- VernacularTitle:基于多学科综合诊疗协作的淋巴瘤临床教学
- Author:
Baoxia DONG
;
Hongtao GU
;
Guangxun GAO
;
Rong LIANG
;
Qingxian BAI
;
Tao ZHANG
;
Lan YANG
;
Xiequn CHEN
;
Yayu HUANG
- Publication Type:Journal Article
- Keywords:
Lymphoma;
Multiple disciplinary team;
Clinical teaching
- From:
Chinese Journal of Medical Education Research
2016;15(7):745-749
- CountryChina
- Language:Chinese
-
Abstract:
Objective To explore the value of applying multiple disciplinary team (MDT) in the clinical practice teaching of lymphoma. Methods 5-year program clinical medicine undergraduate students of 2012 were divided into experimental and control group randomly, with 30 cases in each group. The ex-perimental group received MDT in clinical teaching through MDT conference and cases analysis. The control group received conventional teaching mainly by smal class presentation and ward round . The effect of teaching was evaluated by examination and questionnaire. The data were analyzed through t-test and chi-square test by SPSS 20.0 software. Results The results showed the students' scores of the theory knowledge test of two groups were similar to each other, but the scores of discussional topic and clinical cases analysis were higher in experimental group than control group and statistically difference [(16.5 ±2.3)vs. (10.5 ±1.8);(37.5±2.5) vs.(27.5±1.8)], (P=0.000), and the final score of two groups showed statistically difference (93.5± 5.2 vs. 76.0 ±6.2) (P=0.000). Meanwhile, questionnaire survey of satisfaction showed that 27 students of experimental group (90.0%) were interested in this new teaching model, 29 students (96.7%) believed it im-proved understanding and memory to the process of lymphoma diagnosis and treatment, 25 students (83.3%) believed it could improved the ablility to diagnose and differential diagnose lymphoma and expanded their clinical view. 28 students (93.3%) had consolidated clinical thinking, and 26 students (86.7%) improved negotiation with patients. All issues were significantly better than control group (P<0.05). Conclusions The clinical teaching model innovation based on MDT could help medical students use the cross-discipinary interviewing and make optimal treatment plan for patients. It is conducive to the cultivation of their diagnosis, differential diagnosis and clinical thinking ability, which is worthy of promotion in hematological clinical teaching.
