摘要
目的 本研究通过在放射肿瘤学本科实习教学中应用多学科诊疗(MDT)模式联合以问题为基础的学习(PBL)教学模式,与传统的LBL教学方法进行比较,以老年肿瘤为例观察MDT模式联合PBL教学模式在放射肿瘤学本科实习教学工作中的效果。方法 选择2017~2021年吉林大学第一医院放疗科进行临床实习的63名放射医学专业五年制学生作为研究对象,根据教学方法的不同分为对照组及观察组。对照组:对2017~2019年实习的30名学生采用传统的LBL教学方法进行授课;观察组:对2020~2021年实习的33名学生采用MDT模式联合PBL教学模式进行授课。教学结束后比较两组学生对教学效果的自我评价以及对任教教师教学效果的评价。在课程结束后采用试卷的形式对学生病例掌握情况进行成绩测试。结果 学生自评结果显示,观察组在课程参与度、知识及信息获取、讨论流程、讨论内容、学习目标、学习兴趣、团队合作能力的提升、自主学习能力的提升、学习效率、个人表现等10个方面的评价均优于对照组(P<0.05)。学生对任教教师教学效果的评价结果显示,观察组在教学准备、教学目标、教学内容、引导学生讨论、培养学生临床思维、培养学生表达能力、教学节奏掌控、教学效率、课堂气氛、与学生互动情况等10个方面的评价均优于对照组(P<0.05)。观察组病例分析题的考试成绩明显高于对照组(P<0.05)。结论 在放射肿瘤学本科实习教学过程中,以老年肿瘤治疗为对象应用MDT模式联合PBL教学模式,显著提高了教学质量和效果,对提高放射肿瘤学本科实习教学工作质量具有重要意义。
Objective To analyze the role of multidisciplinary team(MDT) combined with problem-based learning(PBL) in undergraduate practical teaching of radiation oncology through comparison with lecture-based learning(LBL).Methods Sixty-three five-year medical students majoring in radiation who had internship in the Department of Radiotherapy of the First Hospital of Jilin University from 2017 to 2021 were selected in this study.According to the teaching methods, the students were divided into the control group and the observation group.LBL was implemented during internship in the control group(30 students, from 2017 to 2019),while MDT and PBL were implemented in the observation group(33 students, from 2020 to 2021).After completing the internship, students’ self-evaluation and students’ evaluation of teachers were compared between the two groups.In addition, students’ ability to analyzing cases was tested in the form of test papers.Results The result of students’ self-evaluation showed that the scores in the observation group were higher than those in the control group in 10 aspects including course participation, acquisition of knowledge and information, discussion process, discussion content, learning objectives, learning interest, ability of team cooperation, ability of autonomous learning, learning efficiency and personal performance(P<0.05).The result of students’ evaluation of teachers showed that the scores in the observation group were higher than those in the control group in 10 aspects including teaching preparation, teaching objectives, teaching content, guiding students to discuss, training students’ clinical thinking, cultivating students’ expression ability, controlling teaching rhythm, teaching efficiency, classroom atmosphere, and interaction with students(P<0.05).The scores in case analysis test in the observation group were significantly higher than those in the control group(P<0.05).Conclusion In the undergraduate internship of radiation oncology, the application of MDT in combination with PBL may improve the quality in teaching and learning.
作者
魏金龙
赵钦
张玉宇
董丽华
姜新
Wei Jinlong;Zhao Qin;Zhang Yuyu;Dong Lihua;Jiang Xin(Department of Radiotherapy,the First Hospital of Jilin University,Changchun 130000)
出处
《国际老年医学杂志》
2022年第5期634-637,共4页
International Journal of Geriatrics
基金
吉林大学教学改革研究项目(2019XYB331,2021JGP09)。
关键词
MDT
PBL模式
放射肿瘤学
本科学生
临床实习
Multidisciplinary team
Problem-based learning
Radiation oncology
Undergraduate students
Clinical internship
