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Effectiveness of production-oriented approach and plan-do-check action cycle for clinical teaching of gynecological oncology

Jing Zhang(1), Hongli Liu(2), Yuan Zhang(3), Jingbo Liu(4), Mengjun Liu(5), Jing Liu(6),


(1) Department of Gynaecologic Oncology, First Affiliated Hospital of Bengbu Medical University, Bengbu 233004, Anhui Province, China
(2) Department of Gynaecologic Oncology, First Affiliated Hospital of Bengbu Medical University, Bengbu 233004, Anhui Province, China
(3) Department of Gynaecologic Oncology, First Affiliated Hospital of Bengbu Medical University, Bengbu 233004, Anhui Province, China
(4) Department of Gynaecologic Oncology, First Affiliated Hospital of Bengbu Medical University, Bengbu 233004, Anhui Province, China
(5) Department of Gynaecologic Oncology, First Affiliated Hospital of Bengbu Medical University, Bengbu 233004, Anhui Province, China
(6) Department of Gynaecologic Oncology, First Affiliated Hospital of Bengbu Medical University, Bengbu 233004, Anhui Province, China
Corresponding Author

Abstract


This study explored the effectiveness of combining the production-oriented approach (POA) with the Plan-Do-Check-Action (PDCA) cycle in clinical teaching of gynaecologic oncology. A total of 60 rotating physicians, undergoing standardized training in First Affiliated Hospital of Bengbu Medical University between January 2023 and March 2024, were randomly divided into an experimental group (n=30) and a control group (n=30). The control group followed traditional teaching methods, while the experimental group received teaching based on the POA and PDCA cycle. Comparison of pre- and post-teaching scores revealed that the experimental group had significantly higher scores in theoretical examinations, practical operations, and case analysis (P<0.05). Additionally, the experimental group demonstrated greater enthusiasm for learning and stronger autonomous learning abilities (P<0.05). Furthermore, teaching satisfaction was notably higher in the experimental group (P<0.05). These findings suggest that integrating POA with the PDCA cycle can significantly enhance the quality of clinical teaching, improve learning outcomes, and increase satisfaction among gynaecologic oncology physicians

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