Evaluation of Case Discussing Teaching by Multidisciplinary team combined with Case-Based Learning Approach in Gynecological Oncology

Abstract

Abstract Background: In gynecologic oncology, traditional teaching methods have been challenged due to the complex disease nature and the uniqueness of the patient. To address these challenges, innovative approaches are needed. Methods: This study aims to assess the effectiveness of the multi-disciplinary team (MDT) combined with case-based learning (CBL) teaching methods in gynecological oncology education for standardized resident trainees. The study includes second and third-year resident trainees who underwent standardized training in our department from 2021 to 2022. These trainees were randomly assigned to either an experimental group or a control group, each consisting of 15 individuals. The experimental group received instruction using the MDT+CBL combined teaching model, while the control group followed the traditional CBL teaching model. We compared post-teaching theoretical assessment scores and clinical case analysis abilities between the two groups. Furthermore, we assessed trainee satisfaction with teaching effectiveness through a questionnaire survey. Results: The experimental group achieved significantly higher scores in both theoretical knowledge assessment and clinical case assessment compared to the control group (t = 5.681 and 5.388, respectively, P < 0.05). Additionally, the experimental group expressed significantly greater satisfaction with the teaching effectiveness in terms of stimulating learning interest, mastering basic theoretical knowledge and skills, engaging in self-directed learning through literature review, enhancing clinical reasoning abilities, and improving teamwork cooperation abilities. All of these aspects displayed statistical significance (t = 5.046, 5.512, 4.838, 4.580, 9.707, respectively, P < 0.05). Conclusions: The MDT+CBL teaching model significantly enhances teamwork skills among students, improves the quality of gynecological oncology education, kindles students' enthusiasm for learning, promotes self-directed learning through literature review, enhances the application of relevant theoretical knowledge, and provides a more comprehensive understanding of diseases. Consequently, it substantially elevates overall teaching quality and enhances students' clinical thinking effectiveness. This approach is not only valuable for obstetrics and gynecology (OB/GYN) but also offers a promising model for medical education across disciplines.