Innovation and Practice of a Multidisciplinary Team Teaching Model for Subarachnoid Hemorrhage Led by the Department of Neurology

Abstract

Objective: To establish a neurology-led multidisciplinary team (MDT) teaching model for subarachnoid hemorrhage (SAH), addressing prominent specialty barriers and fragmented clinical thinking in traditional teaching, and to enhance the diagnostic and therapeutic capabilities of resident and visiting physicians in managing SAH. Methods: A total of 56 physicians who participated in SAH diagnostic and therapeutic training in the neurology department of our hospital from January 2024 to June 2025 were selected and divided into an observation group (28 physicians, using the MDT innovative teaching model) and a control group (28 physicians, using the traditional specialty teaching model). The observation group, centered on neurology, integrated resources from emergency surgery, neuroradiology, neurointensive care unit, rehabilitation medicine, and other disciplines to construct a four-dimensional teaching system of “theoretical foundation–simulated practice–clinical practice–review and optimization,” incorporating AI-assisted diagnostic tools and standardized diagnostic and therapeutic approaches. The control group adopted the traditional model of classroom lectures combined with bedside teaching. The application effects of the two teaching models were compared through theoretical assessments, clinical skill operation scores, case analysis ability evaluations, and teaching satisfaction surveys. Results: The observation group achieved significantly higher average scores than the control group in theoretical assessment (89.63 ± 4.25 vs. 82.15 ± 5.38), clinical skill operation (91.37 ± 3.81 vs. 83.46 ± 5.12), and case analysis ability (90.24 ± 4.16 vs. 81.79 ± 5.43), with statistically significant differences (P < 0.05). The overall satisfaction with the teaching model was also higher in the observation group compared to the control group, with statistically significant differences (P < 0.05). Conclusion: The neurology-led MDT innovative teaching model for SAH can effectively break down specialty barriers, enhance physicians’ interdisciplinary collaboration abilities and SAH diagnostic and therapeutic levels, demonstrating significant teaching effects and warranting promotion and application in clinical teaching.