Impact of simulator-MDT-PBL integrated teaching on the quality of clinical internship teaching in gynecology department
10.3760/cma.j.cn116021-20220612-01825
- VernacularTitle:模拟器-MDT-PBL融合教学对妇科临床实习教学质量的影响
- Author:
Jiajia MA
1
;
Ru JING
;
Yuan SHI
;
Chunlei QI
;
Shujuan LIU
Author Information
1. 空军军医大学西京医院妇产科，西安 710032
- Keywords:
Simulator;
Multidisciplinary diagnostic and therapeutic mode;
Problem-based learning;
Department of gynecology;
Clinical
- From:
Chinese Journal of Medical Education Research
2024;23(8):1087-1091
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To investigate the impact of simulator-multidisciplinary treatment (MDT)-problem-based learning (PBL) integrated teaching on the quality of clinical internship teaching in the Gynecology Department.Methods:A retrospective analysis was conducted on the data of 86 clinical interns in the Gynecology Department who completed one month of internship at Xijing Hospital, Air Force Medical University from May 2021 to May 2022. The interns who received routine teaching from May to October 2021 were enrolled into control group ( n=43), and those who received simulator-MDT-PBL integrated teaching from November 2021 to May 2022 were enrolled into observation group ( n=43). The two groups were compared for differences in professional abilities (measured by Readiness for Interprofessional Learning Scale [RIPLS]), humanistic care ability (measured by humanistic care ability scale), critical thinking ability (measured by critical thinking disposition inventory-Chinese version [CTDI-CV]), and autonomous learning ability (measured by college student autonomous learning scale) after one month of teaching. The chi-square test and t-test were conducted using SPSS 19.0. Results:The two groups showed significantly increases in RIPLS scores [team collaboration: (38.45±6.72) vs. (36.39±5.65); professional identity: (28.11±5.85) vs. (26.43±5.33); role responsibilities: (10.83±1.24) vs. (9.52±1.46)], humanistic care ability scale scores [understanding: (68.73±8.15) vs. (61.55±8.93); patience: (53.45±6.03) vs. (49.57±6.74); encouragement: (56.83±7.24) vs. (52.75±7.46)], and all dimensions of CTDI-CV scale and college student autonomous learning scale, with all scores higher in the observation group than in the control group (all P<0.05). Conclusions:The simulator-MDT-PBL integrated teaching can help improve the professional ability, humanistic care ability, critical thinking ability, and autonomous learning ability of clinical interns in the Gynecology Department, thus improving the quality of clinical internship teaching in the Gynecology Department.
