Keywords
Gastric cancer
Multidisciplinary team
MDT teaching
Clinical teaching
Submitted : 2026-02-10
Accepted : 2026-02-25
Published : 2026-03-12
Abstract
Objective: To explore the application effect of the stratified teaching model in multidisciplinary team (MDT) teaching for gastric cancer, providing practical evidence for improving the quality of medical talent training in gastric cancer MDT diagnosis and treatment capabilities. Methods: Sixty learners who participated in gastric cancer MDT teaching at our hospital from July 2024 to July 2025 were selected as the research subjects and randomly divided into an observation group (n = 30) and a control group (n = 30) using a random number table method. The control group adopted the traditional “one-size-fits-all” teaching model, while the observation group employed a stratified teaching model. Students in the observation group were divided into basic, intermediate, and advanced levels based on their foundational knowledge and learning abilities, with differentiated teaching objectives, content, and evaluation systems implemented accordingly. The theoretical assessment scores, clinical skill operation scores, MDT case discussion ability ratings, and teaching satisfaction of students in both groups were compared after instruction. Results: After the teaching period, students in the observation group scored significantly higher than those in the control group in theoretical assessments, clinical skill operations, and MDT case discussion ability (P < 0.001). Teaching satisfaction was also significantly higher in the observation group compared to the control group (P < 0.05). Within the observation group, advanced-level students scored significantly higher than intermediate- and basic-level students in theoretical assessments, clinical skill operations, and MDT case discussion ability, while intermediate-level students outperformed basic-level students in all areas (all P < 0.001). Conclusion: The stratified teaching model effectively enhances the quality of MDT teaching for gastric cancer, improving students’ theoretical knowledge, clinical skills, and MDT case discussion abilities, as well as increasing teaching satisfaction. It is worthy of promotion and application in medical education.
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