Objective To explore the effectiveness of the multidisciplinary collaborative diagnosis and treatment(MDT)teaching model in rheumatology and immunology department during undergraduate intern rotations.Methods A total of 48 undergraduate interns who were engaged in clinical learning at the Second Affiliated Hospital of Guizhou Uni-versity of Traditional Chinese Medicine from January 2022 to March 2023 were selected and randomly divided into the MDT teaching group and the traditional teaching group,with 24 students in each group.After the completion of the teach-ing,online tests were used to evaluate the objective teaching effects,and the questionnaire star survey form was used for the subjective teaching effect evaluation.The differences between the two teaching methods were comprehensively com-pared.Results The scores obtained from the objective selection test and medical record analysis questions in the MDT teaching group were significantly higher than those in the traditional teaching group,with statistical significance(t=2.49,2.23,P＜0.05).The questionnaire survey indicated that students in the MDT teaching group were significantly higher than those in the traditional teaching group in the scores of enhancement of learning interest,literature search skills,clini-cal reasoning abilities,and teacher-student interaction(t=2.03,2.55,2.46,4.52,P＜0.05).At the same time,the willing-ness of students in the MDT group to receive the new teaching model again was stronger than that in the traditional teach-ing group,and the difficulty degree was lower than that in the traditional teaching group,and the differences were statisti-cally significant(t=2.88,-2.98,P＜0.05).Conclusion Implementing the MDT teaching model in clinical education for rheumatic and immunological diseases can effectively integrate knowledge from internal medicine,expand clinical thinking abilities,enhance teacher-student interaction,boost student interest in learning,and significantly im-prove clinical teaching outcomes.
维普
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