Assessment of the real MDT teaching model in medical imaging internship: an educational-oriented study.

IF 5.6 2区医学 Q1 RADIOLOGY, NUCLEAR MEDICINE & MEDICAL IMAGING

Insights into Imaging Pub Date : 2026-08-14 DOI:10.1186/s13244-026-02364-8

Qingling Yang, Jian Xu, Tianji Wang, Rui An, Minwen Zheng, Yayu Huang, Fan Guo, Jing Ren

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引用次数: 0

Abstract

Objectives: To investigate whether the real multidisciplinary team (MDT) teaching mode can improve the learning effectiveness of interns majoring in medical imaging.

Materials and methods: Prospective data from 58 medical imaging interns from July 2023 to January 2024 in a tertiary care radiology department were included. All interns were randomly assigned to either the experimental group or the control group using a random number table, with 29 interns in each group. The control group received the traditional teaching mode, whereas the experimental group was taught using a real MDT teaching model. Following the internship, the theoretical knowledge, practical reading skills, and clinical reasoning and decision test scores of the two groups were compared. Additionally, the teaching effectiveness and satisfaction of the two teaching modes were evaluated via questionnaires.

Results: The practical skills (24.03 ± 1.18), clinical reasoning and decision (25.72 ± 1.85), and total score (84.41 ± 2.77) of the experimental group were significantly higher than those of the control group (23.21 ± 1.37), (24.17 ± 1.14), and (82.72 ± 2.45), respectively. However, there was no statistically significant difference in theoretical knowledge score between the two groups (34.66 ± 2.44 vs 35.34 ± 1.45, p = 0.197). The questionnaire survey results indicated that the experimental group had a more favorable evaluation of the real MDT teaching mode compared to the control group (p < 0.05). Moreover, the satisfaction rate of the experimental group with the teaching mode was significantly higher than that of the control group (χ² = 12.301, p = 0.002).

Conclusions: The real MDT teaching model improves interns' clinical competencies, self-learning, teamwork, and overall educational satisfaction, showing promising utility in medical imaging training.

Key points: Question The traditional teaching mode of radiology internship lacks interdisciplinary integration, which limits the clinical reasoning ability of interns. Findings Compared with the traditional teaching mode, the real MDT teaching mode in this study significantly improved the practical skills, clinical reasoning ability, and satisfaction of interns. Critical relevance statement The new interdisciplinary teaching model significantly improves the teaching effectiveness of radiology interns and helps cultivate their reasoning ability to combine imaging findings with clinical practice. This model is expected to be embedded in the intern training system.

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医学影像学实习中真实MDT教学模式的评估：以教育为导向的研究。

目的：探讨真正的多学科团队（MDT）教学模式是否能提高医学影像专业实习生的学习效果。材料与方法：回顾性分析某三级保健放射科2023年7月至2024年1月58名医学影像实习生的前瞻性数据。采用随机数字表法将所有实习生随机分为实验组和对照组，每组29名实习生。对照组采用传统教学模式，实验组采用真正的MDT教学模式。实习结束后，比较两组学生的理论知识、实用阅读能力、临床推理和决策测试成绩。并通过问卷调查对两种教学模式的教学效果和满意度进行评价。结果：实验组的实用技能（24.03±1.18）分、临床推理与决策（25.72±1.85）分、总分（84.41±2.77）分均显著高于对照组（23.21±1.37）分、（24.17±1.14）分和（82.72±2.45）分。而两组患者的理论知识得分（34.66±2.44 vs 35.34±1.45,p = 0.197）差异无统计学意义。问卷调查结果显示，实验组对真实MDT教学模式的评价优于对照组（p = 12.301, p = 0.002）。结论：真实MDT教学模式提高了实习生的临床能力、自我学习能力、团队合作能力和整体教育满意度，在医学影像学培训中具有良好的应用前景。传统的放射科实习教学模式缺乏跨学科的整合，限制了实习生的临床推理能力。结果与传统教学模式相比，本研究中真正的MDT教学模式显著提高了实习生的实践技能、临床推理能力和满意度。新的跨学科教学模式显著提高了放射科实习生的教学效果，有助于培养他们将影像学发现与临床实践相结合的推理能力。这一模式有望嵌入实习生培训体系。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Insights into Imaging Medicine-Radiology, Nuclear Medicine and Imaging

CiteScore

7.30

自引率

4.30%

发文量

182

审稿时长

13 weeks

期刊介绍： Insights into Imaging (I³) is a peer-reviewed open access journal published under the brand SpringerOpen. All content published in the journal is freely available online to anyone, anywhere! I³ continuously updates scientific knowledge and progress in best-practice standards in radiology through the publication of original articles and state-of-the-art reviews and opinions, along with recommendations and statements from the leading radiological societies in Europe. Founded by the European Society of Radiology (ESR), I³ creates a platform for educational material, guidelines and recommendations, and a forum for topics of controversy. A balanced combination of review articles, original papers, short communications from European radiological congresses and information on society matters makes I³ an indispensable source for current information in this field. I³ is owned by the ESR, however authors retain copyright to their article according to the Creative Commons Attribution License (see Copyright and License Agreement). All articles can be read, redistributed and reused for free, as long as the author of the original work is cited properly. The open access fees (article-processing charges) for this journal are kindly sponsored by ESR for all Members. The journal went open access in 2012, which means that all articles published since then are freely available online.