以执业医师资格考试为导向构建MDT教学模式应用于实习带教的研究

Research on the Application of MDT Teaching Mode Constructed Oriented by Practicing Physician Qualification Examination in Internship Teaching

摘要: 目的：结合近年执业医师资格考试侧重多学科融合与临床综合能力考核的改革趋势，本研究探索将多学科联合(MDT)教学模式融入临床实习带教，分析该教学方案的实际应用效果，为优化本科临床实习教学提供实践依据。方法：选取2024年9月~2026年6月在温州医科大学新昌医院完成轮转实习的临床医学本科学生共64名，采用随机数字表法划分为观察组、对照组，各32名。对照组沿用本院常规传统实习带教方式，观察组依托2024版执业医师资格考试大纲搭建MDT教学体系，组建多学科教学团队、编制贴合考点的专项教案，并执行标准化教学流程。两组实习周期保持一致，实习结束后统一开展理论、临床技能考核，同时完成综合能力测评与教学满意度问卷调查，对比各项评价结果。结果：观察组理论考核成绩(92.64 ± 3.72)分、临床技能考核成绩(91.85 ± 3.64)分，均高于对照组，组间差异存在统计学意义(P < 0.05)；在综合能力8项五级评分维度中，观察组得分同样整体优于对照组(P < 0.05)；观察组教学总满意度为96.9%，对照组为81.3%，满意度对比差异显著(P < 0.05)。结论：以执业医师资格考试为导向的MDT教学模式可显著提升临床实习带教质量，强化医学生多学科临床思维，提高实践能力与岗位胜任力，更贴合执业医师考试要求，值得在临床医学实习带教中推广。

Abstract: Objective: In view of the reform of the Practicing Physician Qualification Examination, which focuses on multi-disciplinary integration and comprehensive clinical ability assessment in recent years, this study integrated the Multi-Disciplinary Team (MDT) teaching mode into clinical internship teaching, and analyzed its practical effect, so as to provide practical reference for optimizing clinical internship teaching for undergraduates. Methods: A total of 64 undergraduate students majoring in Clinical Medicine who received rotational internship in Xinchang Hospital of Wenzhou Medical University from September 2024 to June 2026 were enrolled and divided into observation group and control group by random number table, with 32 students in each group. The control group adopted the conventional traditional internship teaching mode of the hospital. Based on the 2024 edition syllabus of Practicing Physician Qualification Examination, the observation group constructed the MDT teaching system, set up a multi-disciplinary teaching team, compiled special teaching plans corresponding to examination points, and implemented standardized teaching procedures. The internship duration of the two groups was consistent. After the internship, unified theoretical and clinical skill assessments, comprehensive ability evaluation and teaching satisfaction questionnaire survey were carried out, and all evaluation results were compared. Results: The theoretical score (92.64 ± 3.72) and clinical skill score (91.85 ± 3.64) of the observation group were higher than those of the control group, with statistically significant differences between the groups (P < 0.05). The scores of the observation group were generally better than the control group in 8 five-level evaluation dimensions of comprehensive ability (P < 0.05). The total teaching satisfaction of the observation group was 96.9%, and that of the control group was 81.3%, and the difference in satisfaction was significant (P < 0.05). Conclusion: The MDT teaching mode oriented by the Practicing Physician Qualification Examination can significantly improve the quality of clinical internship teaching, strengthen the multi-disciplinary clinical thinking of medical students, improve their practical ability and post-competence, and is more in line with the requirements of the Practicing Physician Qualification Examination. It is worthy of promotion in clinical medicine internship teaching.