Objective To explore the application effect of plan-do-check-act (PDCA) cycle combining with experiential learning in clinical practice teaching of endocrinology. Methods Test control method was used. The study subjects were 111 students enrolled in 2013～2014 of five-year program of clinical medicine and was training as interns in the Department of Endocrinology, Sun Yat-sen Memorial Hospital, Sun Yat-sen University from January 2018 to December 2019. There were 57 students divided into the experimental group and 54 into control group using a randomized digital table. Students in the experimental group received PDCA cycle combining with experiential learning teaching, while those in the control group received classic teacher-centered teaching. T test, Mann-Whitney U test were performed to compare the scores between the two groups, and a satisfaction survey was also conducted. Results The experimental group scored higher than the control group in clinical capacity assessment [(55.18±3.61) vs. (45.37±2.95)] and the total results [(89.30±4.99) vs. (79.48±4.17)](all P<0.001). But there was no difference in the theoretical assessment between the two groups [(34.12±2.20) vs. (34.11±2.47), P=0.972]. Meanwhile, the experimental group scored higher in satisfaction survey [(93.86±3.76) vs. (86.47±3.07)] than the control group, including teaching planning design [21.74(2.71) vs. 15.22(6.52)], improvement of clinical practice [4.35(1.09) vs. 2.17(1.09)] and learning interest [4.35(1.09) vs. 3.26(1.09)](all P<0.001). Conclusions PDCA cycle combined with experiential learning improves practice effect and students' satisfaction, which may improve the training outcomes on teaching planning design, clinical practice capacity and learning interest.
Guo Ying
,
Qing Yonghong
,
Ren Meng
,
Yan Li
. Application of PDCA cycle combined with experiential learning in clinical practice teaching of endocrinology[J]. Chinese Journal of Medical Education, 2022
, 42(3)
: 258
-262
.
DOI: 10.3760/cma.j.cn115259-20210623-00802
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