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

Evaluation of Case Discussing Teaching by Multidisciplinary team combined with Case-Based Learning Approach in Gynecological Oncology | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Evaluation of Case Discussing Teaching by Multidisciplinary team combined with Case-Based Learning Approach in Gynecological Oncology Bo Zhou, Mengya Zhao, Yunhe Yuan, Zheng Hu This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-3561028/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version 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. MDT CBL Standardized training for residents Case discussion class Figures Figure 1 Figure 2 Introduction Clinical teaching is a pivotal phase where students transform theoretical knowledge into practical experience, crucially strengthening their theoretical foundations. In the realm of obstetrics and gynecology, clinical teaching spans diverse topics and places a strong emphasis on nurturing students' clinical thinking abilities, responsiveness, and operational skills. The ultimate aim is to equip students with a robust foundation in theoretical knowledge and practical expertise, fostering a high level of professional competence and integrity. This, in turn, benefits countless future patients. However, the uniqueness of patients and the specific nature of diseases in obstetrics and gynecology create limitations on students' opportunities for hands-on clinical experience compared to other disciplines. This complexity adds to the challenges of obstetrics and gynecology clinical education ( 1 ). The Multi-Disciplinary Team (MDT) approach represents a novel treatment model grounded in evidence-based medicine ( 2 ). It revolves around multiple interdisciplinary experts deliberating on specific patient cases, amalgamating insights from various pertinent disciplines to formulate a scientific, rational, and standardized optimal treatment plan. The primary hallmark of MDT is its patient-centric focus, striving to craft personalized treatment plans. Integrating MDT into the clinical teaching of residents plays a pivotal role in training specialized obstetrics and gynecology oncologists. It enables them to achieve a comprehensive grasp of diseases, acquire diverse diagnostic and treatment methods from various clinical departments associated with a specific ailment, understand the indications and prognosis of various treatment modalities, and decide whether a multidisciplinary treatment approach is warranted to devise the best treatment for the patient ( 3 ). Case-Based Learning (CBL) serves as an instructional approach rooted in real clinical cases ( 4 ). Its primary objective is to guide students in cultivating independent learning skills, honing clinical thinking abilities, and mastering the art of solving clinical problems. The MDT combined with CBL teaching model builds upon the foundation of multidisciplinary diagnostic and treatment teaching. It employs a case-based teaching methodology to heighten students' awareness of independent learning and enhance their application of relevant theoretical knowledge( 5 ). This approach fosters a deeper understanding of diseases, ultimately elevating the overall quality of medical practice. Clinical obstetrics and gynecology, especially within the field of gynecologic oncology, frequently involves complex diseases such as cervical cancer, ovarian cancer, endometrial cancer, and other malignant tumors. The majority of gynecological cancers are multi-genetic and exhibit complicated architecture. These conditions often necessitate the expertise of multiple disciplines, including colorectal surgery, hepatobiliary surgery, urology, cardiology, radiology, anesthesiology, pathology, and more ( 6 ). Consequently, the utilization of a case-based, multidisciplinary collaborative teaching model is highly conducive to augmenting the self-learning abilities and clinical thinking skills of resident trainees during clinical case discussions. The purpose of this study is to evaluate the effect of CBL plus MDT on learning outcomes of clinical teaching in gynecologic oncology as well as explore its value in addressing these challenges. Materials and Methods General Information This study focused on second and third-year resident trainees who underwent standardized training in the gynecology oncology department at Zhongnan Hospital of Wuhan University during the academic years of 2021-2022. A total of 30 participants, all professionals in the medical field, were randomly divided into two groups, each consisting of 15 participants. In the control group, there were 7 males and 8 females, aged 21 to 25 years. In the experimental group, there were 8 males and 7 females, aged 21 to 26 years. No statistically significant differences in age, gender, or educational background were observed between the two groups ( P > 0.05). Method design Both groups of participants used the ninth edition of "Obstetrics and Gynecology" edited by Xing Xie and the second edition of "Obstetrics and Gynecology" for standardized resident training edited by Huixia Yang, which were published by People's Medical Publishing House as their reference materials (7, 8). The instructors were experienced senior attending physicians and professionals with extensive teaching experience. Experimental Group: The implementation process involved the following steps: 1) One week before the official class, teaching materials for case discussions were distributed to each participating student to adequately prepare and establish clear teaching tasks and objectives. 2) Students received case discussions and were encouraged to investigate actual patient cases by reviewing hospital records. They had access to various resources, including the library, textbooks, and the internet, to gather relevant disease information. Students were expected to independently contemplate solutions to challenging issues, laying the groundwork for subsequent MDT discussions. 3) During the designated time and location for the formal MDT discussions, students took turns presenting cases and chose roles within the MDT team, such as gynecologic oncologist, urologist, gastrointestinal surgeon, pathologist, radiologist, oncology specialist, anesthesiologist, and more. The comprehensive analysis included aspects like the patient's medical history, symptoms, physical signs, pathology, imaging, surgery, and chemotherapy. Teachers actively guided and motivated students during discussions, ensuring a smooth MDT process. 4) After students completed their discussions, teaching instructors provided feedback and commentary, addressing relevant questions and resulting in the final treatment plan developed through the MDT discussion. Proper documentation and feedback were maintained throughout this process. Control Group: The control group utilized the traditional Case-Based Learning (CBL) teaching approach, following these steps: 1) In the week preceding the formal class, students were provided with PPT teaching materials focused on clinical cases. These materials were distributed by the educational office, with teachers ensuring each student received them. Students were encouraged to review relevant subject matter in advance, prepare for the class, and establish clear learning tasks and objectives. 2) During the official class sessions, supervising teachers presented key teaching points, addressed challenging topics, and occasionally incorporated discussions and questions related to clinical cases into the teaching process. Assessment Criteria Assessment of Theoretical Knowledge and Clinical Practical Skills : Theoretical knowledge assessment was conducted in a closed-book format, covering fundamental theoretical knowledge related to gynecologic malignancies. The exam included various question types, totaling 100 points. Clinical practical skills assessment used Standardized Patients (SP) based on real clinical cases of gynecologic malignancies. Students were required to collect patient histories, perform physical examinations, conduct gynecological assessments, provide preliminary diagnoses and differential diagnoses, suggest necessary additional examinations, propose further diagnostic and treatment plans, make initial prognostic judgments, and present the latest developments in diagnosis and treatment. This assessment was conducted by two non-specialist teaching instructors who evaluated students based on the correctness, completeness, and appropriateness of their responses. Additionally, students were assessed on their communication skills with standardized patients and their display of humane care, with a total score of 100 points. Teaching Effectiveness Satisfaction Survey: A satisfaction survey regarding teaching effectiveness is conducted using QR codes for questionnaire distribution. The survey content includes: (1) whether it stimulates learning interest; (2) whether it enhances teamwork skills; (3) whether it improves the grasp of basic theoretical knowledge and skills; (4) whether it enhances clinical thinking abilities; (5) whether it elevates self-directed learning skills for literature research. There are a total of 5 aspects, each worth 20 points, with a total score of 100 points. A total of 30 questionnaires were distributed, with a 100% response rate. Statistical Methods Data analysis was performed using SPSS 20.0 statistical software. Descriptive statistics expressed continuous data as means ± standard deviations. The t-test was employed for group comparisons, with a significance level of P < 0.05 considered statistically significant. Results MDT diagram The role of students chose and took turns within the MDT team was shown in Figure 1. Students were curious about their roles and actively participated in discussions from these different perspectives. The Comparision of Theoretical Knowledge and Clinical Practical Skills As table 1 shown, it can be observed that the experimental group scored higher in both theoretical knowledge and clinical practice assessments compared to the control group, and these differences were statistically significant (t-values were 5.681 and 5.388, respectively, * P < 0.05). Table 1 The comparison of Post-Teaching Theoretical Knowledge Assessment and Clinical Practical Skills Assessment Scores. Group Theoretical knowledge test Clinical practice assessment Control 79.15±1.35 80.50±2.00 Experimental 94.30±2.30* 95.55±1.95* * P < 0.05 The comparison of Teaching Effectiveness Satisfaction As shown in Figure 2, the satisfaction scores of the experimental group are higher than those of the control group in terms of stimulating learning interest, mastering basic theoretical knowledge and clinical skills, enhancing the ability for literature review and self-directed learning, improving clinical thinking skills, and fostering a sense of teamwork. These differences are statistically significant (t values are 5.046, 5.512, 4.838, 4.580, 9.707, * all P < 0.05). Discussion In this study, we explored the use of CBL in combination with MDT models in standardized training of obstetrics and gynecology residents, comparing the teaching effectiveness of CBL plus MDT with MDT alone. The final results show that the CBL combined with the MDT model has an advantage in mastery of theoretical knowledge and clinical practical skills, and higher satisfaction in teaching effectiveness. The results of our study support the continuation of such courses in a similar format with enhanced participation. In traditional teaching, resident trainees encountered challenges in grasping the theoretical aspects and practical skills of gynecologic oncology. Two primary reasons contributed to this difficulty: the intricate nature of female pelvic anatomy, requiring knowledge from various disciplines, and the lack of typical clinical scenarios in gynecologic oncology theory classes. These classes often revolved around textbooks rather than presenting clinical cases, while multidisciplinary knowledge are fragmented mentioned ( 9 , 10 ), which is unable to address the specific needs of mastery in gynecologic oncology. To align with the philosophy of "student-centered" education, emphasizing students' active involvement in the learning process, we adopted teaching methods rooted in CBL and MDT approaches. The objective was to enhance students' learning abilities, deepen their understanding of theoretical knowledge, improve their ability to apply theory in practice, enhance problem-solving skills, and foster comprehensive clinical thinking. Simultaneously, our aim was to spark students' interest in clinical medicine. Obstetrics and Gynecology clinical education plays a pivotal role in nurturing exceptional clinical physicians. CBL is an instructional approach that, under the guidance of teachers and within the framework of curriculum requirements and objectives, employs typical clinical cases to educate students. It encourages students to develop their analytical and problem-solving skills, enhancing their professional competence during clinical internships. Case-based teaching effectively integrates problem analysis with practical confirmation, promoting the integration of theoretical knowledge with practical application ( 11 ). However, applying CBL to senior medical students, who may have gaps in foundational medical knowledge and limited clinical exposure, can pose challenges. Gynecologic oncology content can appear abstract to these students, making it difficult to engage and motivate them. Furthermore, exam-oriented education often leads students to focus solely on acquiring credits and passing exams, potentially undermining the essence of education. Students need to establish multi-perspective thinking and comprehensive knowledge structure for problem solving and knowledge renovation to face the development of diagnosis and treatment. Thus, there is a need to explore innovative teaching models. This study introduces the application of the MDT approach within the context of the evolving "patient-centered" clinical diagnosis and treatment paradigm in medical practice, especially in oncology. MDT involves collaboration among experts from various relevant disciplines who conduct multidisciplinary consultations and academic discussions to develop personalized treatment plans for cancer patients ( 12 ). CBL teaching aligns with the characteristics of medical education and plays a significant role in cultivating clinical reasoning skills among obstetrics and gynecology residents. When combined with the MDT teaching model, it better reflects the specialization, stratification, interactivity, optimization, and comprehensiveness of oncology education. Numerous educational studies have shown that integrating CBL and MDT teaching models in clinical education can enhance students' proactiveness and participation( 13 – 15 ). This approach also improves students' cooperative awareness and overall teamwork skills, ultimately leading to favorable outcomes. The fusion of these two teaching models effectively enhances students' interest in learning and their level of engagement. However, our study still has some limitations. First, small sample size and subjects from a single institution may not be universal; Second, the different instructors between the two groups can also cause bias; Third, self-reported results may be affected by subjective understanding. To mitigate bias in these situation, we selected senior attending physicians with extensive teaching experience as instructors and they were fully informed to maintain an egalitarian space for discussion. Students were also encouraged to answer the questionnaire honestly. Conclusions This study aims to apply both CBL and MDT teaching models to the clinical case discussions of gynecologic oncology in obstetrics and gynecology (OB/GYN) residents trainees. In comparison to the traditional single teaching model, we anticipate that the CBL + MDT teaching approach will be preferred by students, resulting in higher levels of course satisfaction. Furthermore, students' learning interests, motivation, collaborative abilities, and case analysis skills are expected to significantly improve. Simultaneously, the application of the CBL + MDT teaching model is expected to significantly enhance their grasp of gynecologic oncology knowledge, improve their ability to analyze cases, and ignite their enthusiasm for learning. This approach will establish a solid foundation for their future clinical independent practice, making it a valuable model worth considering for implementation in teaching across various other disciplines. Abbreviations CBL, Case-Based Learning MDT, Multi-Disciplinary Team OB/GYN, Obstetrics and Gynecology Declarations Ethics approval and consent to participate All included students gave their oral and written informed consent. This project received ethics approval from the Ethics Committee of Zhongnan Hospital of Wuhan University. Consent for publication Not applicable. Availability of data and materials The datasets used and analysed during the current study are available from the corresponding author on reasonable request. Competing interests The authors declare that they have no competing interests. Funding This work was supported by the Undergraduate Clinical Practice Teaching Resource Construction Project of the Second Clinical College of Wuhan University (2023BK022 & 2023BK024) and the Graduate Research Credit Course Construction Project of Wuhan University (1606-413100081). The funders had no role in course design, study design, data collection, data analysis, interpretation of data or in writing the manuscript. Authors' contributions BZ, MZ and HZ conceived of the study and participated in its design. YY participated in questionnaire design and collection. BZ analyzed the data. BZ and MZ wrote the manuscript. All authors edited and approved the manuscript. Acknowledgements The authors thank the students for participating. The authors also thank the standardized patients for supporting the assessment of clinical practical skills. References Weiss TG, Rentea RM. Simulation Training and Skill Assessment in Obstetrics and Gynecology. StatPearls. Treasure Island (FL) ineligible companies. StatPearls Publishing; 2023. Taylor C, Harris J, Stenner K, Sevdalis N, Green SAJ. A multi-method evaluation of the implementation of a cancer teamwork assessment and feedback improvement programme (MDT-FIT) across a large integrated cancer system. Cancer Med. 2021;10(4):1240–52. Hu J, Chen X. Cultivating Clinical Thinking in Medical Students under the Practice of Oncology MDT Teaching. Continuing Educ Res. 2021(02):146–50. Huang W, Zheng J. The application of CBL teaching model in clinical teaching of neurology department. Chongqing Med J. 2010;39(4):501–3. Yu J, Yang H, Li Z, Wang Y, Zhang H. Application of MDT Combined with Case-Based Learning in Clinical Internship of Gynecologic Oncology. Mod Vocat Educ. 2021(06):58–9. committee CA-CAgtp. Chinese Expert Consensus on Multidisciplinary Diagnosis and Treatment of Gynecological Malignancies (2022 edition) (in Chinese). China Oncol. 2022;32(08):747–56. Xing X, Tao D, Beihua K. Obstetrics and Gynecology (in Chinese). 9th ed. BeiJing: People's Medical Publishing House; 2018 July 2018. Yang H, Di W, Zhu L. Obstetrics and Gynecology National Standardized Residency Training Textbook (in Chinese). Beijing: People's Medical Publishing House; 2021. Zhou Z, Wang J, Zhou BL, Jinyi, Zhang X. Current situation and reflection on the teaching reform of oncology in 8-year clinical medicine. J Higher Educ. 2021;7(16):144–7. Pavlidis N, Madry R, Peeters M, Sandrucci S, Markowska J, Peccatori F, et al. ESO-ESSO-ESTRO Multidisciplinary Course in Oncology for Medical Students: 4 Years of Experience (2016–2019). J cancer education: official J Am Association Cancer Educ. 2022;37(4):1239–44. Thistlethwaite JE, Davies D, Ekeocha S, Kidd JM, MacDougall C, Matthews P, et al. The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23. Med Teach. 2012;34(6):e421–44. Li C, Wang Z, Yang W, Ai G, Cheng Z. Application of Minimally Invasive Surgery-Multidisciplinary Team in Advanced and Recurrent Gynecological Cancers: 10-Year Exploration and Practice. Gynecol Minim invasive therapy. 2023;12(3):141–7. Elsayes KM, Khan ZA, Kamel S, Rohren S, Patel P, Ghannam S, et al. Multidisciplinary Approach in Teaching Diagnostic Radiology to Medical Students: The Development, Implementation, and Evaluation of a Virtual Educational Model. J Am Coll Radiology: JACR. 2021;18(8):1179–87. Renduchintala K, Liu YW, Vo K, Wang M. The Implementation and Assessment of a Perioperative Co-Management of Surgical Services Rotation for Medical Students. J Surg Educ. 2022;79(5):1099–102. Chamala S, Maness HTD, Brown L, Adams CB, Lamba JK, Cogle CR. Building a precision oncology workforce by multidisciplinary and case-based learning. BMC Med Educ. 2021;21(1):75. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-3561028","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":246078175,"identity":"2bb7c230-2c36-4989-90b2-b1a1bfdeae0c","order_by":0,"name":"Bo Zhou","email":"","orcid":"","institution":"Zhongnan Hospital of Wuhan University","correspondingAuthor":false,"prefix":"","firstName":"Bo","middleName":"","lastName":"Zhou","suffix":""},{"id":246078176,"identity":"4b101fb7-d4a1-4483-96ac-9d82fc3040f0","order_by":1,"name":"Mengya Zhao","email":"","orcid":"","institution":"Zhongnan Hospital of Wuhan University","correspondingAuthor":false,"prefix":"","firstName":"Mengya","middleName":"","lastName":"Zhao","suffix":""},{"id":246078179,"identity":"47731a0b-2c14-4b4b-b47e-41bcd6aedbc8","order_by":2,"name":"Yunhe Yuan","email":"","orcid":"","institution":"Zhongnan Hospital of Wuhan University","correspondingAuthor":false,"prefix":"","firstName":"Yunhe","middleName":"","lastName":"Yuan","suffix":""},{"id":246078180,"identity":"51e94212-9159-444b-993b-553442bc1cb5","order_by":3,"name":"Zheng Hu","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAy0lEQVRIiWNgGAWjYBACAwYGNhAtxyABothI0GJMupbEBqK1mEukP3vwcUdt+obbPQYMH8oOM/DPbsCvxXJGQrrhzDPHczfcOWPAOOPcYQaJOwcIOOxGwjFp3rZjudtu5Bgw87YdZjCQSCCkJbFN+m/bsXQzkJa/xGlJZpNmbKtJAGthJErLmWdskr1tBwz330grONhzLp1H4gYhLcfTn0n8bKuTl5yRvPHBjzJrOf4ZBLRAwWEweQCIeYhSDwR1xCocBaNgFIyCkQgAgdxF/ypEk0YAAAAASUVORK5CYII=","orcid":"","institution":"Zhongnan Hospital of Wuhan University","correspondingAuthor":true,"prefix":"","firstName":"Zheng","middleName":"","lastName":"Hu","suffix":""}],"badges":[],"createdAt":"2023-11-05 07:14:20","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-3561028/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-3561028/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":46053492,"identity":"468867d0-3e3e-4f4b-b0ce-c82e8822f380","added_by":"auto","created_at":"2023-11-08 00:17:40","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":38427,"visible":true,"origin":"","legend":"\u003cp\u003eMDT composition diagram. The departments in the circles represent the roles that students took turn.\u003c/p\u003e","description":"","filename":"Figure14.png","url":"https://assets-eu.researchsquare.com/files/rs-3561028/v1/22d6d637d6585ba05d26f119.png"},{"id":46053493,"identity":"1ce2e551-c28a-490b-8691-73175d6bddf8","added_by":"auto","created_at":"2023-11-08 00:17:40","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":49198,"visible":true,"origin":"","legend":"\u003cp\u003eThe satisfaction with teaching effectiveness between the two groups of students.\u003cbr\u003e\n* P \u0026lt; 0.05\u003c/p\u003e","description":"","filename":"Figure2.png","url":"https://assets-eu.researchsquare.com/files/rs-3561028/v1/c46bd42c070fc2a0d4cb5ee5.png"},{"id":48385315,"identity":"85ee31c8-97e2-4e74-8596-6ebc0f18871d","added_by":"auto","created_at":"2023-12-18 11:07:35","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":407430,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-3561028/v1/82d41af2-b074-4c1f-96f3-96e59fbb25e6.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Evaluation of Case Discussing Teaching by Multidisciplinary team combined with Case-Based Learning Approach in Gynecological Oncology","fulltext":[{"header":"Introduction","content":"\u003cp\u003eClinical teaching is a pivotal phase where students transform theoretical knowledge into practical experience, crucially strengthening their theoretical foundations. In the realm of obstetrics and gynecology, clinical teaching spans diverse topics and places a strong emphasis on nurturing students' clinical thinking abilities, responsiveness, and operational skills. The ultimate aim is to equip students with a robust foundation in theoretical knowledge and practical expertise, fostering a high level of professional competence and integrity. This, in turn, benefits countless future patients. However, the uniqueness of patients and the specific nature of diseases in obstetrics and gynecology create limitations on students' opportunities for hands-on clinical experience compared to other disciplines. This complexity adds to the challenges of obstetrics and gynecology clinical education (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe Multi-Disciplinary Team (MDT) approach represents a novel treatment model grounded in evidence-based medicine (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e). It revolves around multiple interdisciplinary experts deliberating on specific patient cases, amalgamating insights from various pertinent disciplines to formulate a scientific, rational, and standardized optimal treatment plan. The primary hallmark of MDT is its patient-centric focus, striving to craft personalized treatment plans. Integrating MDT into the clinical teaching of residents plays a pivotal role in training specialized obstetrics and gynecology oncologists. It enables them to achieve a comprehensive grasp of diseases, acquire diverse diagnostic and treatment methods from various clinical departments associated with a specific ailment, understand the indications and prognosis of various treatment modalities, and decide whether a multidisciplinary treatment approach is warranted to devise the best treatment for the patient (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eCase-Based Learning (CBL) serves as an instructional approach rooted in real clinical cases (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e). Its primary objective is to guide students in cultivating independent learning skills, honing clinical thinking abilities, and mastering the art of solving clinical problems. The MDT combined with CBL teaching model builds upon the foundation of multidisciplinary diagnostic and treatment teaching. It employs a case-based teaching methodology to heighten students' awareness of independent learning and enhance their application of relevant theoretical knowledge(\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e). This approach fosters a deeper understanding of diseases, ultimately elevating the overall quality of medical practice.\u003c/p\u003e \u003cp\u003eClinical obstetrics and gynecology, especially within the field of gynecologic oncology, frequently involves complex diseases such as cervical cancer, ovarian cancer, endometrial cancer, and other malignant tumors. The majority of gynecological cancers are multi-genetic and exhibit complicated architecture. These conditions often necessitate the expertise of multiple disciplines, including colorectal surgery, hepatobiliary surgery, urology, cardiology, radiology, anesthesiology, pathology, and more (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e). Consequently, the utilization of a case-based, multidisciplinary collaborative teaching model is highly conducive to augmenting the self-learning abilities and clinical thinking skills of resident trainees during clinical case discussions. The purpose of this study is to evaluate the effect of CBL plus MDT on learning outcomes of clinical teaching in gynecologic oncology as well as explore its value in addressing these challenges.\u003c/p\u003e"},{"header":"Materials and Methods","content":"\u003cp\u003e\u003cstrong\u003eGeneral Information\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study focused on second and third-year resident trainees who underwent standardized training in the gynecology oncology department at Zhongnan Hospital of Wuhan University during the academic years of 2021-2022. A total of 30 participants, all professionals in the medical field, were randomly divided into two groups, each consisting of 15 participants. In the control group, there were 7 males and 8 females, aged 21 to 25 years. In the experimental group, there were 8 males and 7 females, aged 21 to 26 years. No statistically significant differences in age, gender, or educational background were observed between the two groups (\u003cem\u003eP\u003c/em\u003e \u0026gt; 0.05).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethod design\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eBoth groups of participants used the ninth edition of \u0026quot;Obstetrics and Gynecology\u0026quot; edited by Xing Xie and the second edition of \u0026quot;Obstetrics and Gynecology\u0026quot; for standardized resident training edited by Huixia Yang, which were published by People\u0026apos;s Medical Publishing House as their reference materials\u0026nbsp;(7, 8). The instructors were experienced senior attending physicians and professionals with extensive teaching experience.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eExperimental Group:\u0026nbsp;\u003c/strong\u003eThe implementation process involved the following steps: 1) One week before the official class, teaching materials for case discussions were distributed to each participating student to adequately prepare and establish clear teaching tasks and objectives. 2) Students received case discussions and were encouraged to investigate actual patient cases by reviewing hospital records. They had access to various resources, including the library, textbooks, and the internet, to gather relevant disease information. Students were expected to independently contemplate solutions to challenging issues, laying the groundwork for subsequent MDT discussions. 3) During the designated time and location for the formal MDT discussions, students took turns presenting cases and chose roles within the MDT team, such as gynecologic oncologist, urologist, gastrointestinal surgeon, pathologist, radiologist, oncology specialist, anesthesiologist, and more. The comprehensive analysis included aspects like the patient\u0026apos;s medical history, symptoms, physical signs, pathology, imaging, surgery, and chemotherapy. Teachers actively guided and motivated students during discussions, ensuring a smooth MDT process. 4) After students completed their discussions, teaching instructors provided feedback and commentary, addressing relevant questions and resulting in the final treatment plan developed through the MDT discussion. Proper documentation and feedback were maintained throughout this process.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eControl Group:\u003c/strong\u003e The control group utilized the traditional Case-Based Learning (CBL) teaching approach, following these steps: 1) In the week preceding the formal class, students were provided with PPT teaching materials focused on clinical cases. These materials were distributed by the educational office, with teachers ensuring each student received them. Students were encouraged to review relevant subject matter in advance, prepare for the class, and establish clear learning tasks and objectives. 2) During the official class sessions, supervising teachers presented key teaching points, addressed challenging topics, and occasionally incorporated discussions and questions related to clinical cases into the teaching process.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAssessment Criteria\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAssessment of Theoretical Knowledge and Clinical Practical Skills\u003c/strong\u003e\u003cstrong\u003e:\u0026nbsp;\u003c/strong\u003eTheoretical knowledge assessment was conducted in a closed-book format, covering fundamental theoretical knowledge related to gynecologic malignancies. The exam included various question types, totaling 100 points. Clinical practical skills assessment used Standardized Patients (SP) based on real clinical cases of gynecologic malignancies. Students were required to collect patient histories, perform physical examinations, conduct gynecological assessments, provide preliminary diagnoses and differential diagnoses, suggest necessary additional examinations, propose further diagnostic and treatment plans, make initial prognostic judgments, and present the latest developments in diagnosis and treatment. This assessment was conducted by two non-specialist teaching instructors who evaluated students based on the correctness, completeness, and appropriateness of their responses. Additionally, students were assessed on their communication skills with standardized patients and their display of humane care, with a total score of 100 points.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTeaching Effectiveness Satisfaction Survey:\u0026nbsp;\u003c/strong\u003eA satisfaction survey regarding teaching effectiveness is conducted using QR codes for questionnaire distribution. The survey content includes: (1) whether it stimulates learning interest; (2) whether it enhances teamwork skills; (3) whether it improves the grasp of basic theoretical knowledge and skills; (4) whether it enhances clinical thinking abilities; (5) whether it elevates self-directed learning skills for literature research. There are a total of 5 aspects, each worth 20 points, with a total score of 100 points. A total of 30 questionnaires were distributed, with a 100% response rate.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStatistical Methods\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eData analysis was performed using SPSS 20.0 statistical software. Descriptive statistics expressed continuous data as means \u0026plusmn; standard deviations. The t-test was employed for group comparisons, with a significance level of \u003cem\u003eP\u003c/em\u003e \u0026lt; 0.05 considered statistically significant.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003e\u003cstrong\u003eMDT diagram\u003c/strong\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe role of students chose and took turns within the MDT team was shown in Figure 1. Students were curious about their roles and actively participated in discussions from these different perspectives.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eThe Comparision of Theoretical Knowledge and Clinical Practical Skills\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAs table 1 shown, it can be observed that the experimental group scored higher in both theoretical knowledge and clinical practice assessments compared to the control group, and these differences were statistically significant (t-values were 5.681 and 5.388, respectively, *\u003cem\u003eP\u003c/em\u003e \u0026lt; 0.05).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 1\u003c/strong\u003e The comparison of Post-Teaching Theoretical Knowledge Assessment and Clinical Practical Skills Assessment Scores.\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003eGroup\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003eTheoretical knowledge test\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003eClinical practice assessment\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003eControl\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e79.15\u0026plusmn;1.35\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e80.50\u0026plusmn;2.00\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003eExperimental\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e94.30\u0026plusmn;2.30*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e95.55\u0026plusmn;1.95*\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e* P \u0026lt; 0.05\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eThe comparison of Teaching Effectiveness Satisfaction\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAs shown in Figure 2, the satisfaction scores of the experimental group are higher than those of the control group in terms of stimulating learning interest, mastering basic theoretical knowledge and clinical skills, enhancing the ability for literature review and self-directed learning, improving clinical thinking skills, and fostering a sense of teamwork. These differences are statistically significant (t values are 5.046, 5.512, 4.838, 4.580, 9.707, * all \u003cem\u003eP\u003c/em\u003e \u0026lt; 0.05).\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eIn this study, we explored the use of CBL in combination with MDT models in standardized training of obstetrics and gynecology residents, comparing the teaching effectiveness of CBL plus MDT with MDT alone. The final results show that the CBL combined with the MDT model has an advantage in mastery of theoretical knowledge and clinical practical skills, and higher satisfaction in teaching effectiveness. The results of our study support the continuation of such courses in a similar format with enhanced participation.\u003c/p\u003e \u003cp\u003eIn traditional teaching, resident trainees encountered challenges in grasping the theoretical aspects and practical skills of gynecologic oncology. Two primary reasons contributed to this difficulty: the intricate nature of female pelvic anatomy, requiring knowledge from various disciplines, and the lack of typical clinical scenarios in gynecologic oncology theory classes. These classes often revolved around textbooks rather than presenting clinical cases, while multidisciplinary knowledge are fragmented mentioned (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e), which is unable to address the specific needs of mastery in gynecologic oncology. To align with the philosophy of \"student-centered\" education, emphasizing students' active involvement in the learning process, we adopted teaching methods rooted in CBL and MDT approaches. The objective was to enhance students' learning abilities, deepen their understanding of theoretical knowledge, improve their ability to apply theory in practice, enhance problem-solving skills, and foster comprehensive clinical thinking. Simultaneously, our aim was to spark students' interest in clinical medicine.\u003c/p\u003e \u003cp\u003eObstetrics and Gynecology clinical education plays a pivotal role in nurturing exceptional clinical physicians. CBL is an instructional approach that, under the guidance of teachers and within the framework of curriculum requirements and objectives, employs typical clinical cases to educate students. It encourages students to develop their analytical and problem-solving skills, enhancing their professional competence during clinical internships. Case-based teaching effectively integrates problem analysis with practical confirmation, promoting the integration of theoretical knowledge with practical application (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e). However, applying CBL to senior medical students, who may have gaps in foundational medical knowledge and limited clinical exposure, can pose challenges. Gynecologic oncology content can appear abstract to these students, making it difficult to engage and motivate them. Furthermore, exam-oriented education often leads students to focus solely on acquiring credits and passing exams, potentially undermining the essence of education. Students need to establish multi-perspective thinking and comprehensive knowledge structure for problem solving and knowledge renovation to face the development of diagnosis and treatment. Thus, there is a need to explore innovative teaching models.\u003c/p\u003e \u003cp\u003eThis study introduces the application of the MDT approach within the context of the evolving \"patient-centered\" clinical diagnosis and treatment paradigm in medical practice, especially in oncology. MDT involves collaboration among experts from various relevant disciplines who conduct multidisciplinary consultations and academic discussions to develop personalized treatment plans for cancer patients (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e). CBL teaching aligns with the characteristics of medical education and plays a significant role in cultivating clinical reasoning skills among obstetrics and gynecology residents. When combined with the MDT teaching model, it better reflects the specialization, stratification, interactivity, optimization, and comprehensiveness of oncology education. Numerous educational studies have shown that integrating CBL and MDT teaching models in clinical education can enhance students' proactiveness and participation(\u003cspan additionalcitationids=\"CR14\" citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThis approach also improves students' cooperative awareness and overall teamwork skills, ultimately leading to favorable outcomes. The fusion of these two teaching models effectively enhances students' interest in learning and their level of engagement.\u003c/p\u003e \u003cp\u003eHowever, our study still has some limitations. First, small sample size and subjects from a single institution may not be universal; Second, the different instructors between the two groups can also cause bias; Third, self-reported results may be affected by subjective understanding. To mitigate bias in these situation, we selected senior attending physicians with extensive teaching experience as instructors and they were fully informed to maintain an egalitarian space for discussion. Students were also encouraged to answer the questionnaire honestly.\u003c/p\u003e"},{"header":"Conclusions","content":"\u003cp\u003eThis study aims to apply both CBL and MDT teaching models to the clinical case discussions of gynecologic oncology in obstetrics and gynecology (OB/GYN) residents trainees. In comparison to the traditional single teaching model, we anticipate that the CBL\u0026thinsp;+\u0026thinsp;MDT teaching approach will be preferred by students, resulting in higher levels of course satisfaction. Furthermore, students' learning interests, motivation, collaborative abilities, and case analysis skills are expected to significantly improve. Simultaneously, the application of the CBL\u0026thinsp;+\u0026thinsp;MDT teaching model is expected to significantly enhance their grasp of gynecologic oncology knowledge, improve their ability to analyze cases, and ignite their enthusiasm for learning. This approach will establish a solid foundation for their future clinical independent practice, making it a valuable model worth considering for implementation in teaching across various other disciplines.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cp\u003eCBL, Case-Based Learning\u003c/p\u003e\n\u003cp\u003eMDT, Multi-Disciplinary Team\u003c/p\u003e\n\u003cp\u003eOB/GYN, Obstetrics and Gynecology\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll included students gave their oral and written informed consent. This project received ethics approval from the Ethics Committee of Zhongnan Hospital of Wuhan University.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe datasets used and analysed during the current study are available from the corresponding author on reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that they have no competing interests.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis work was supported by the Undergraduate Clinical Practice Teaching Resource Construction Project of the Second Clinical College of Wuhan University (2023BK022 \u0026amp; 2023BK024) and the Graduate Research Credit Course Construction Project of Wuhan University (1606-413100081). The funders had no role in course design, study design, data collection, data analysis, interpretation of data or in writing the manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026apos; contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eBZ, MZ and HZ conceived of the study and participated in its design. YY participated in questionnaire design and collection. BZ analyzed the data. BZ and MZ wrote the manuscript. All authors edited and approved the manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors thank the students for participating. The authors also thank the standardized patients for supporting the assessment of clinical practical skills.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eWeiss TG, Rentea RM. Simulation Training and Skill Assessment in Obstetrics and Gynecology. StatPearls. Treasure Island (FL) ineligible companies. StatPearls Publishing; 2023.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eTaylor C, Harris J, Stenner K, Sevdalis N, Green SAJ. A multi-method evaluation of the implementation of a cancer teamwork assessment and feedback improvement programme (MDT-FIT) across a large integrated cancer system. Cancer Med. 2021;10(4):1240\u0026ndash;52.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eHu J, Chen X. Cultivating Clinical Thinking in Medical Students under the Practice of Oncology MDT Teaching. Continuing Educ Res. 2021(02):146\u0026ndash;50.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eHuang W, Zheng J. The application of CBL teaching model in clinical teaching of neurology department. Chongqing Med J. 2010;39(4):501\u0026ndash;3.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eYu J, Yang H, Li Z, Wang Y, Zhang H. Application of MDT Combined with Case-Based Learning in Clinical Internship of Gynecologic Oncology. Mod Vocat Educ. 2021(06):58\u0026ndash;9.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003ecommittee CA-CAgtp. Chinese Expert Consensus on Multidisciplinary Diagnosis and Treatment of Gynecological Malignancies (2022 edition) (in Chinese). China Oncol. 2022;32(08):747\u0026ndash;56.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eXing X, Tao D, Beihua K. Obstetrics and Gynecology (in Chinese). 9th ed. BeiJing: People's Medical Publishing House; 2018 July 2018.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eYang H, Di W, Zhu L. Obstetrics and Gynecology National Standardized Residency Training Textbook (in Chinese). Beijing: People's Medical Publishing House; 2021.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eZhou Z, Wang J, Zhou BL, Jinyi, Zhang X. Current situation and reflection on the teaching reform of oncology in 8-year clinical medicine. J Higher Educ. 2021;7(16):144\u0026ndash;7.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003ePavlidis N, Madry R, Peeters M, Sandrucci S, Markowska J, Peccatori F, et al. ESO-ESSO-ESTRO Multidisciplinary Course in Oncology for Medical Students: 4 Years of Experience (2016\u0026ndash;2019). J cancer education: official J Am Association Cancer Educ. 2022;37(4):1239\u0026ndash;44.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eThistlethwaite JE, Davies D, Ekeocha S, Kidd JM, MacDougall C, Matthews P, et al. The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23. Med Teach. 2012;34(6):e421\u0026ndash;44.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLi C, Wang Z, Yang W, Ai G, Cheng Z. Application of Minimally Invasive Surgery-Multidisciplinary Team in Advanced and Recurrent Gynecological Cancers: 10-Year Exploration and Practice. Gynecol Minim invasive therapy. 2023;12(3):141\u0026ndash;7.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eElsayes KM, Khan ZA, Kamel S, Rohren S, Patel P, Ghannam S, et al. Multidisciplinary Approach in Teaching Diagnostic Radiology to Medical Students: The Development, Implementation, and Evaluation of a Virtual Educational Model. J Am Coll Radiology: JACR. 2021;18(8):1179\u0026ndash;87.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eRenduchintala K, Liu YW, Vo K, Wang M. The Implementation and Assessment of a Perioperative Co-Management of Surgical Services Rotation for Medical Students. J Surg Educ. 2022;79(5):1099\u0026ndash;102.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eChamala S, Maness HTD, Brown L, Adams CB, Lamba JK, Cogle CR. Building a precision oncology workforce by multidisciplinary and case-based learning. BMC Med Educ. 2021;21(1):75.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"MDT, CBL, Standardized training for residents, Case discussion class","lastPublishedDoi":"10.21203/rs.3.rs-3561028/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-3561028/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eBackground: \u003c/strong\u003eIn 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.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethods: \u003c/strong\u003eThis 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.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults: \u003c/strong\u003eThe 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, \u003cem\u003eP\u003c/em\u003e \u0026lt; 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, \u003cem\u003eP\u003c/em\u003e \u0026lt; 0.05).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusions:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe 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.\u003c/p\u003e","manuscriptTitle":"Evaluation of Case Discussing Teaching by Multidisciplinary team combined with Case-Based Learning Approach in Gynecological Oncology","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2023-11-08 00:17:35","doi":"10.21203/rs.3.rs-3561028/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"56dacbbd-ff92-405b-b6bb-8f0453d000d0","owner":[],"postedDate":"November 8th, 2023","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2023-12-18T10:59:17+00:00","versionOfRecord":[],"versionCreatedAt":"2023-11-08 00:17:35","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-3561028","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-3561028","identity":"rs-3561028","version":["v1"]},"buildId":"_2-kVJe1T_tPrBINL-cwx","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}