The application of multidisciplinary cooperative teaching in the clinical teaching of general practitioners

Objective The main problem in general practice teaching is the lack of general practice thinking and the connection between subjects. Therefore, this study is designed to explore the practical effect of multidisciplinary disciplinary collaboration (MDT) teaching model in the clinical teaching of training trainees of general practitioner. Methods A total of 52 general practice trainees from our hospital in 2017 were selected as the research objects and randomly divided into experimental group and control group, with 26 people in each group. The control group adopted conventional teaching method in clinical teaching, i.e., problem-based learning (PBL), and the experimental group adopted the multidisciplinary cooperation PBL teaching method, for a period of 2 months. The results of the two groups were compared by testing on completion of a course including theory examination, skill examination and questionnaires. Results Students in the experimental group scored (92.7±2.5) in theoretical examination and (91.4±3.3) in clinical skills examination, while students in the control group scored (80.3±5.3) in theoretical examination and (81.2±5.2) in clinical skills examination, with statistical significance (all P<0.05). Students in the experimental group following the MDT-oriented PBL teaching method was better than students in the control group following the single PBL teaching method, and the difference between the two groups was statistically significant (all P<0.05). In the 360-ways evaluation, the satisfaction of patients and medical staff to students in the experimental group was better than that in the control group, and the difference was statistically significant (all P<0.05). There was no significant difference between the two student evaluations of each other in groups (P>0.05). The number of people who volunteered questions was higher in the experimental group than in the control group, and the difference was statistically significant (P<0.05). Conclusion Multidisciplinary PBL teaching method can improve the academic performance of general practitioners, and is beneficial to the cultivation of general practitioners' thinking ability and comprehensive quality.