Zhongguo quanke yixue (Nov 2024)

The Impact of MDT-based CBL Education Mode on Improving Clinical Practice Skills of General Practitioners

  • YANG Shifang, JI Lupeng, LI Xiaoming, CHEN Xueying, ZHAO Manzhi, HUANG Guohua, CUI Jinghua, CHEN Lian, LI Jing

DOI
https://doi.org/10.12114/j.issn.1007-9572.2023.0796
Journal volume & issue
Vol. 27, no. 31
pp. 3941 – 3945

Abstract

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Background The development of excellent general practitioners is essential to preserving people's health. Unfortunately, the general practitioner training model in place today is insufficient, which leaves them unqualified to provide primary medical services. Consequently, enhancing clinical competency should be the main goal of general practitioners' training. Objective To investigate how general practitioners' clinical practice abilities are affected by MDT-based CBL education. Methods From July 2020 to July 2023, 26 trainee general practitioners received training at the department of pulmonary and critical care medicine as part of their residency programme. As research subjects, they were divided three groups and trained with different model: traditional model, CBL model and MDT-based CBL model, respectively. Leicester Assessment Package (LAP) was used to assess their clinical practice skills by the end. Self-designed questionnaire was used for satisfaction survey anonymously. The results were analyzed statistically. Results The MDT-based CBL teaching group outperformed the traditional teaching group and the CBL teaching group in the theoretical examination (P<0.05). The MDT-based CBL teaching group had a significantly higher total LAP score (P<0.05) in comparison to either the conventional teaching group or CBL teaching group. Further investigation revealed that the MDT-based CBL teaching group performed better (P<0.05) in the part of patient admissions, collecting medical histories, patient management, problem solving, physician behavior, patient relationship, and preventive therapy. The students from the MDT-based CBL model had the best overall satisfaction, with a significant difference comparing the students from the CBL and traditional teaching groups (P<0.05). Additionally, the MDT-based CBL teaching group showed a significant improvement in their capacity to guide healthy lifestyle, deal with commodities, guide patient recovery, and use medications after discharge (P<0.05) . Conclusion A novel training approach for general practitioner, the MDT-based CBL teaching mode may enhance the clinical practice abilities and competency of general practitioners.

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