ArticleFrontiers in medicine2024
Application value of multi-disciplinary collaborative diagnosis and treatment combined with CBL teaching model in gynecological oncology practice teaching.
Article in Frontiers in medicine, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
4 citing papers in PubMed.
- Integrating multidisciplinary team teaching with case-based learning in urology internship education.BMC medical education · 2026Trial
- Assessment of the real MDT teaching model in medical imaging internship: an educational-oriented study.Insights into imaging · 2026Article
- Comparative effectiveness of orthopedic teaching methods in China: a Bayesian network meta-analysis of randomized trials.BMC medical education · 2026Article
- Application Status and Intelligent Development Prospects of Case-Based Learning in Standardized Training for Obstetric Residents: A Narrative Review.Advances in medical education and practice · 2026Review
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: To explore the application value of multi-disciplinary collaborative diagnosis (MDT) and treatment combined with the case-based learning (CBL) teaching method based on real clinical cases in gynecological malignant tumor practice teaching. Methods: A total of 120 clinical students who were interning in the Department of Gynecology in our hospital from January 2022 to June 2023 were selected and divided into a research group ( Results: The research group showed significantly higher scores in basic theoretical knowledge, clinical skills, and case analysis assessments compared to the control group ( Conclusion: MDT combined with the CBL teaching model based on real clinical cases can effectively foster autonomous learning, enhance the application of basic theoretical knowledge, and improves the quality of clinical teaching in gynecology. This method is worthy of promotion in clinical teaching.
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Registered trials
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