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Background <p>Postgraduate medical education increasingly requires learners to develop clinical reasoning, manage uncertainty, integrate heterogeneous clinical information and collaborate across disciplines. Multidisciplinary team (MDT) teaching may provide a clinically situated learning environment in which trainees can observe and participate in complex decision-making. However, evidence on the use of remote MDT teaching in urology postgraduate education remains limited.</p> Methods <p>This randomized controlled study included 76 professional master’s students rotating through a surgical standardized residency training base. Students were assigned to a remote MDT teaching group or a conventional teaching group, with 38 students in each group. The remote MDT intervention was delivered as a structured teaching package that included pre-session case preparation, remote multidisciplinary case discussion, expert-guided case analysis, post-session reflection and iterative feedback. Outcomes included theoretical knowledge, clinical decision-making, practical skills, questionnaire-based evaluation of the teaching model and overall competency.</p> Results <p>Students in the remote MDT group achieved higher scores than those in the conventional teaching group in theoretical knowledge, clinical decision-making, questionnaire-based evaluation and overall competency. No significant between-group difference was observed in practical skills. The pattern of findings suggested that the remote MDT model had a stronger effect on outcomes requiring information integration, clinical reasoning and collaborative decision-making than on procedural performance.</p> Conclusions <p>Remote MDT teaching may be a useful component of urology postgraduate education, particularly for learning outcomes related to clinical reasoning and knowledge integration. Its value appears to derive not only from remote delivery, but also from the structured organization of preparation, multidisciplinary discussion, reflection and feedback. Procedural skill development remains dependent on supervised hands-on practice. Future multicentre studies are needed to confirm these findings and to examine which components of the intervention contribute most to learning.</p> Trial registration <p>Not applicable.</p>

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A study on the application of the remote multidisciplinary team teaching model in clinical postgraduate education of urology

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月4日

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  • Wei Zhuang,
  • Haichao Lin,
  • Siwei Xu,
  • Jiaqian Yan,
  • Zhenhong Liu,
  • Qingliu He,
  • Yining Li,
  • Wang He,
  • Yihong Guo

摘要

Background

Postgraduate medical education increasingly requires learners to develop clinical reasoning, manage uncertainty, integrate heterogeneous clinical information and collaborate across disciplines. Multidisciplinary team (MDT) teaching may provide a clinically situated learning environment in which trainees can observe and participate in complex decision-making. However, evidence on the use of remote MDT teaching in urology postgraduate education remains limited.

Methods

This randomized controlled study included 76 professional master’s students rotating through a surgical standardized residency training base. Students were assigned to a remote MDT teaching group or a conventional teaching group, with 38 students in each group. The remote MDT intervention was delivered as a structured teaching package that included pre-session case preparation, remote multidisciplinary case discussion, expert-guided case analysis, post-session reflection and iterative feedback. Outcomes included theoretical knowledge, clinical decision-making, practical skills, questionnaire-based evaluation of the teaching model and overall competency.

Results

Students in the remote MDT group achieved higher scores than those in the conventional teaching group in theoretical knowledge, clinical decision-making, questionnaire-based evaluation and overall competency. No significant between-group difference was observed in practical skills. The pattern of findings suggested that the remote MDT model had a stronger effect on outcomes requiring information integration, clinical reasoning and collaborative decision-making than on procedural performance.

Conclusions

Remote MDT teaching may be a useful component of urology postgraduate education, particularly for learning outcomes related to clinical reasoning and knowledge integration. Its value appears to derive not only from remote delivery, but also from the structured organization of preparation, multidisciplinary discussion, reflection and feedback. Procedural skill development remains dependent on supervised hands-on practice. Future multicentre studies are needed to confirm these findings and to examine which components of the intervention contribute most to learning.

Trial registration

Not applicable.