Objective

2

To explore the value of subspecialty group collaboration combined with disease checklist-driven learning in overcoming the impact of the specialized disease treatment mode in subspecialty establishment on the cultivation of professional postgraduate students.

Methods

2

In the teaching of general surgery and gastroenterology

sixty professional postgraduate students of grade 2019 were randomly divided into control group and experimental group

with 30 students in each group. The control group received traditional teaching

while the experimental group received the teaching mode of subspecialty group collaboration combined with disease checklist-driven learning. The teaching effectiveness and the degree of satisfaction with teaching were compared between the two groups. The data were analyzed using the

t

test and the chi-squared test using SPSS 20.0.

Results

2

In actual teaching

compared with the control group

the experimental group showed significantly higher scores of theoretical assessment (71.51±11.32 vs. 87.23±10.51

P

<

0.05) and case analysis (73.61±6.82 vs. 92.37±6.87

P

<

0.05). The rates of satisfaction with theoretical knowledge learning

application of clinical thinking ability for diseases

teaching organization forms

and teaching effectiveness were 90.00%(27/30)

86.67%(26/30)

96.67%(29/30)

and 93.33%(28/30) in the experimental group

respectively

which were significantly higher than those of the control group [40.00%(12/30)

23.33%(7/30)

40.00%(12/30)

and 46.67%(14/30)

respectively; all

P

<

0.05].

Conclusions

2

The subspecialty group collaboration combined with disease checklist-driven learning mode can overcome the problems of "narrow disease spectrum and narrow knowledge scope" in specialized postgraduate education

and guide students to break the teaching barriers generated by subspecialty construction to create a new form of comprehensive and multi-disease learning

with good prospects for promotion and application.