Abstract: 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.

Key words: Multidisciplinary teaching, Clinical teaching, Lung cancer, Application