MDT模式下PBL教学法在研究生培养实践中的应用

目的 探讨基于多学科(MDT)协作模式的PBL教学法在医学专业学位研究生培养实践中的应用策略及效果。方法 以目标抽样原则选取符合纳入标准的医学专业学位研究生(以内科学方向为主)64名作为研究对象,按照随机数字表法分为实验组和对照组,对照组(n=32名)根据全日制医学专业硕士培养方案中有关内容要求,执行传统的LBL讲授+实践训练教学模式,实验组(n=32名)在相关研究生培养课程中,开展基于MDT条件下的PBL教学模式。对两组研究生临床技术能力进行专业考核,采用《中文版批判性思维能力测评量表(CTDI-CV)》以及自主设计的《教学效果评估问卷》对两组研究生进行相关指标调查。结果 实验组学生的基础理论、病案分析及内科学实践技能总成绩均明显高于对照组,差异均有统计学意义(均P<0.05),实验组学生CTDI-CV测评量表的评估总分及多数因子分较对照组提高,差异有统计学意义(P<0.05),两组学生对教学效果的评价结果也存在统计学差异(P<0.05),实验组学生对教学效果的评价满意率明显好于对照组。结论 在研究生培养实践中,开展MDT模式支撑指导下的PBL教学,可显著提高研究生专业技术能力并促进学科更好的发展,有利于高层次医学人才培养目标的实现。

Application of PBL Teaching Method in Postgraduate Training under MDT Model

Objective: To explore the application strategy and effect of PBL teaching method based on multidisciplinary (MDT) collaboration mode in the training practice of medical degree graduate students. Method: to target sample selection principles incorporated in the standard medical professional degree postgraduate science within (direction) of 64 as the research object, according to random number table method was divided into experimental group and the control group, control group (n = 32) according to full-time master of medical professional training plan, content requirement in performing the traditional LBL teaching + practice training teaching mode, In the experimental group (n=32 students), PBL teaching mode based on MDT was carried out in related postgraduate training courses. The clinical technical ability of the two groups of graduate students was assessed professionally. The Chinese Critical Thinking Ability Assessment Scale (CTDI-CV) and the self-designed Teaching Effect Assessment: Questionnaire were used to investigate the related indicators of the two groups of graduate students. Results: The total scores of basic theory, medical record analysis and internal medicine practice skills of the students in the experimental group were significantly higher than those in the control group, the differences were statistically significant (all PThe total scores and most factor scores of CTDI-CV assessment scale of the students in the experimental group were higher than those in the control group, the differences were statistically significant (PThere were also statistical differences in the evaluation results of the teaching effect between the two groups (Pand the satisfaction rate of the evaluation of the teaching effect of the students in the experimental group was significantly better than that in the control group. Conclusion In the practice of graduate training, PBL teaching supported by MDT model can significantly improve the professional and technical ability of graduate students and promote the better development of disciplines, which is conducive to the realization of the goal of cultivating high-level medical talents.