目的 探讨多学科教学模式在肺癌教学中的应用。方法 选取南京医科大学2013级临床医学专业64名见习学生为研究对象,根据其第三学年所有课程考试成绩的平均分,由高至低将他们依次分配至实验组和对照组,实验组采用多学科教学(multidisciplinary teaching,MDT) 模式,对照组采用基于讲授学习(lecture-based learning,LBL)教学方法。比较两组学生考核成绩和教学满意度的差别。结果 在考试成绩上,实验组学生基础理论成绩与对照组相比,其差异无统计学意义(41.25±4.26比42.32±3.91,P=0.285);实验组学生知识应用能力成绩高于对照组,其差异具有统计学意义(40.13±4.68比35.63±5.21,P=0.005)。在教学满意度评价上,在提高学习积极性和锻炼逻辑思维能力,激发课堂学习氛围,增加疑难问题的理解深度,促进语言表达能力,提高沟通交往能力等方面,实验组学生的评分均高于对照组,其差异具有统计学意义(P<0.05);在对教师表现的评价方面,两组学生的评分差异无统计学意义(P=0.355)。结论 本研究发现,多学科教学模式在肺癌教学中效果较好,学生满意度较高,在取得更多教学经验后,可以在肺癌的教学中推广。
Objective To explore the effect of multidisciplinary teaching of lung cancer in clinical teaching. Methods A total of 64 trainee students of clinical medicine from Nanjing Medical University in 2013 were selected. Based on the average score of the exam scores for all courses in their third year,all the students were sequentially assigned to the MDT group or the traditional LBL group. Each group received training of clinical lung cancer respectively according to the corresponding teaching method. The teaching effects and students’ satisfaction about teaching in the two groups were compared. Results Teaching achievement: The basic theoretical test results in MDT group did not significantly differ from those in the LBL group (41.25±4.26 vs 42.32±3.91,P=0.285). However,the MDT group significantly outperformed the LBL group in score of comprehensive case analysis (40.13±4.68 vs 35.63±5.21,P=0.005). Students’ satisfaction: Investigation and analysis showed that the students in the MDT group had significantly greater satisfaction than those in the LBL group in terms of improving the enthusiasm of learning and exercising logical thinking ability,inspiring classroom learning atmosphere,increasing understanding of difficult problems,promoting language skills,improving oral communication skills (P<0.05);however,there was no significant difference in terms of teacher satisfaction (P=0.355). Conclusions In the clinical practice of lung cancer treatment,the MDT teaching mode is better,with higher students’ satisfaction and can be popularized after getting more teaching experience.
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