目的 探讨多学科协作(multidisciplinary teamwork, MDT)教学在胰腺外科住院医师规范化培训(简称住培)中的应用效果。方法 选取2019年9月至2022年8月在浙江省人民医院外科基地参加住培的90名学员为研究对象,采用随机数字表法将其分为试验组(45人)和对照组(45人),试验组采用MDT教学,对照组采用传统教学。教学结束后,通过理论考核、操作考核、临床思维和决策能力考核以及教学满意度调查评价教学效果。采用t检验和χ²检验比较两组间差异。结果 试验组学员的理论考核、操作考核、临床思维和决策能力考核的成绩分别为(91.02±3.61)分、(90.87±3.08)分和(89.27±4.71)分,高于对照组学员的(83.78±3.88)分、(84.29±4.17)分和(72.58±5.03)分,其差异均具有统计学意义(均P＜0.001)。试验组学员教学满意度评分为(50.56±4.16)分,高于对照组的(32.33±3.58)分,其差异具有统计学意义(t=22.26,P＜0.001)。结论 MDT教学在胰腺外科住培中的应用效果较好,有助于提高学员理论、操作水平及临床与思维决策能力,且得到学员认可。

Objective To explore the application of multidisciplinary teamwork (MDT) in standardized training of surgical residents. Methods A total of 90 junior residents who received standardized residency training at the surgical base of Zhejiang Provincial People's Hospital from September 2019 to August 2022 were randomly divided into the study group (45 cases) and the control group (45 cases) using a random number table method. The study group received MDT-based teaching, while the control group received traditional teaching. In the end, the learning effect is evaluated through theory assessment, skills assessment, clinical thinking and decision-making ability assessment and satisfaction questionnaire. Differences between the two groups were compared through t-test and χ²test. Results The theory assessment, skills assessment, clinical thinking and decision-making ability assessment scores of the study group students were (91.02±3.61) , (90.87±3.08) , and (89.27±4.71) , respectively, higher than those of the control group students' (83.78±3.88), (84.29±4.17), and (72.58±5.03), and all differences were statistically significant (all P<0.001). The total score of the satisfaction questionnaire for the study group was (50.56±4.16), which was higher than that of the control group (32.33±3.58), and the difference was statistically significant (t=22.26, P<0.001). Conclusions MDT-based education model has significant advantages in improving the training quality of residents, cultivating their clinical thinking, and improving their six core competencies and job competencies.