Abstract：ObjectiveTo explore the effect of multi-disciplinary treatment （MDT） combined with case-based learning （CBL） and problem-based learning （PBL） teaching model and formative assessment in standardized training of cardiology residents. MethodsThe experimental group consisted of 30 students who underwent standardized training at the Department of Cardiovascular Medicine, the Second Affiliated Hospital of Xi′an Jiaotong University, from March to May 2023. They were exposed to the MDT in conjunction with CBL and PBL teaching approaches, as well as formative evaluation integration. Teachers used the resident clinical cases as the basis, then guided the physicians to systematically integrate and learn the professional knowledge of cardiovascular medicine through multidisciplinary discussions and step-by-step learning, and provided formative assessment comments at each step. At the same time, 30 students who received standardized training of residents in the Department of Cardiovascular Medicine of the Second Affiliated Hospital of Xi′an Jiaotong University from December 2022 to February 2023 were chosen as the control group, who were taught using traditional methods. The two groups′ test results and teaching satisfaction were compared, and the experimental group provided formative comments feedback. ResultsThe experimental group′s theoretical scores, case analysis scores, skill operation scores and total scores ［(87.30±3.58)points, (83.13±3.19)points, (87.77±2.96)points, (86.98±2.93)points］ were higher than those of the control group ［(84.40±3.51)points. (81.10±3.03)points, (84.23±2.83)points, (84.04±2.67)points］, the differences were statistically significant (t=3.39, 2.37, 4.72, 4.06, all P＜0.05). The overall teaching satisfaction rate was significantly higher in the experimental group (27/30, 90.00%) than that in the control group (19/30, 63.33%), and this difference was statistically significant (χ2=6.26, P＜0.05). The experimental group′s formative evaluation feedback revealed that MDT combined with CBL and PBL could significantly improve the standardized resident training students′ independent thinking ability, learning enthusiasm, independent learning ability, clinical practice and thinking ability, the satisfaction rates were all 100.00%. However, there was still room for improvement in stimulating learning interest, and enhancing the ability to discover and solve problems, the satisfaction rates were 96.67% (29/30) and 90.00% (27/30) respectively. ConclusionThe integrated formative evaluation of MDT combined with CBL and PBL teaching models has a significant teaching effect in the standardized training of cardiovascular internal medicine residents, which can fully exploit resident physicians′ subjective initiative and teamwork ability, improve their theoretical knowledge and clinical thinking ability, and is worth promoting in teaching.
朱文静 寇惠娟 倪雅娟 邓捷 林琳 胡筱筠. MDT联合CBL-PBL教学模式及形成性评价
在心内科住院医师规范化培训中的应用[J]. 中华诊断学电子杂志, 2024, 12(2): 120-124.
Zhu Wenjing, Kou Huijuan, Ni Yajuan, Deng Jie, Lin Lin, Hu Xiaojun. Application of MDT combined with CBL-PBL teaching model and formative assessment in standardized training of cardiology residents. zhzdx, 2024, 12(2): 120-124.
