Effect of Multi-Disciplinary Collaborative Diagnosis and Treatment Mode in Cultivating Holistic Thinking in Clinical Medicine Specialty
Objective To study the effect of multi-disciplinary collaborative diagnosis and treatment(MDT)model in cultivating holistic thinking in clinical medicine specialty.Methods A total of 33 students of grade 22 clinical majors in the School of Clinical Medicine of Ya'an Polytechnic College from March to June 2024 were selected as the observation group,and 33 students of grade 21 clinical majors in the School of Clinical Medicine of Ya'an Polytechnic College from March to June 2023 were selected as the control group.The observation group was taught with MDT mode,while the control group was taught with traditional teaching.The examination scores,overall thinking ability,assessment and evaluation scores and the total teaching satisfaction of the two groups of students were compared.Results The examination scores such as clinical multi-disciplinary foundational knowledge[(22.42±1.28)points],clinical professional knowledge[(22.05±1.96)points],clinical technical practical operation[(18.75±1.57)points],clinical experiment design and verification[(13.29±0.42)points]and basic skills in doctor-patient communication[(14.66±0.25)points]of the students in the observation group were higher than those in the control group[(18.02±2.38)points,(15.33±3.01)points,(13.28±2.64)points,(10.04±2.02)points,(11.50±1.12)points],and the differences were statistically significant(P<0.05).The scores of overall thinking abilities such as clinical data retrieval ability[(18.33±1.15)points],clinical practice operation ability[(17.18±2.86)points],clinical communication adaptability ability[(18.19±0.97)points],clinical analysis and information understanding ability[(19.13±0.32)points],clinical team cooperation ability[(18.33±1.67)points]and clinical problem-solving and innovation ability[(18.43±1.07)points]of students in the observation group were higher than those in the control group[(12.06±2.11)points,(12.77±2.71)points,(13.28±2.24)points,(13.34±1.75)points,(12.34±1.92)points,(13.28±2.68)points],the differences were statistically significant(P<0.05).The scores of assessment and evaluation such as pre-class task[(95.11±4.35)points],classroom participation[(96.11±2.34)points],program feasibility[(92.49±4.22)points],operation standard[(93.17±2.33)points],doctor-patient communication[(93.75±3.58)points],humanistic care[(95.77±3.28)points]and homework evaluation[(95.65±4.30)points]in the observation group were higher than those in the control group[(80.23±5.35)points,(83.38±3.44)points,(80.28±3.17)points,(83.65±2.78)points,(80.37±3.65)points,(84.38±4.49)points,(80.44±5.75)points],the differences were statistically significant(P<0.05).The total teaching satisfaction of the observation group was 100%,which was higher than 69.70%of the control group,and the difference was statistically significant(P<0.05).Conclusion The application of MDT model in the teaching of clinical medicine can effectively improve the examination scores of medical students,cultivate the overall thinking ability of students,and improve the total teaching satisfaction,which has a significant teaching effect.
multi-disciplinary collaborative diagnosis and treatment modelmedical teachingclinical medicine specialtybasic medical disciplinesholistic thinkinggeneral thinkingculture
万方数据
维普
