Evaluation of the effect of teaching rounds of the multidisciplinary joint radiotherapy department

Abstract

Objective To explore the effect of the joint teaching rounds of the multidisciplinary radio-therapy. Methods 54 clinical college students of Grade 2013 was selected as the control group, adopting the traditional single teaching ward round model, while 58 clinical college students of Grade 2014 was se-lected as the research group, adopting the multidisciplinary joint radiation operation mode. By contrasting the satisfaction questionnaire, calculating and delineating the target volume error rate and the theory exami-nation results, the effect of teaching ward round was evaluated. Results ①According to the survey, the research group’s satisfaction in teaching methods, stimulating students' enthusiasm for learning, improving their clinical thinking ability and consolidating the knowledge (respectively 91.38%, 86.21%, 82.76%, 93.10%), was higher than that of the control group (75.93%, 68.52%, 62.96%, 77.78%), and the difference was statistically significant (chi square values were 4.95 5.05, 6.25, 5.36; P<0.05). ②The research group’s pass rate in delineation of Gross Target Volume (GTV) and the Clinical Target Volume (CTV) was (82.76%, 86.21%), higher than that of the control group (53.70%, 62.96%), and the difference was statistically signifi-cant (chi square values were 14.36, 9.48; P<0.01). ③Research group’s score in clinical Three Basics and oncology theory achievement was(88.75±5.23) and (82.72±3.69), higher than the control group [(81.88±613), (80.74±3.25) points], and the difference was statistically significant (t=6.40 respectively, 3.01; P< 0.05). Conclusion Radiotherapy department’s multi-disciplinary joint ward round helps to improve the teaching quality. Key words: Multiple disciplines; Joint rounds; Radiotherapy department