Application of multidisciplinary collaborative education in general clinical training based on the CIPP model: a comparative study

Traditional residency training often struggles to equip general practitioners with the integrated, multidisciplinary skills needed for complex chronic disease management. The multidisciplinary team (MDT) teaching model offers a potential solution, but its effectiveness requires systematic evaluation. This study aimed to evaluate the effectiveness of an MDT-based teaching approach, structured by the CIPP (Context, Input, Process, Product) model, in general clinical training. In a quasi-intervention study, 40 General Practice residents from the 2021–2023 cohorts at Nanjing Medical University Clinical Yancheng Hospital participated. The intervention group (n = 20; 2022–2023 cohorts) received teaching based on the CIPP-MDT approach. The control group (n = 20; 2021 cohort) underwent traditional teaching. educational outcomes were assessed through theoretical exam scores and a post-course satisfaction survey. The intervention group’s theoretical exam scores (82.20 ± 3.35) were significantly higher than those of the control group (74.50 ± 3.10) (P < 0.05). Furthermore, teaching satisfaction in the intervention group reached 100%, a notable improvement compared with the control group’s 65% (P < 0.05). Residents in the intervention group also reported enhanced engagement, increased interest in learning, and greater motivation for independent study. The application of the CIPP-based MDT teaching model in general clinical training at Nanjing Medical University Clinical Yancheng Hospital proved highly effective. It significantly improved teaching quality and resident satisfaction, fostering self-directed learning and enhancing multidisciplinary collaboration. This model also strengthened the development of clinical practice skills, demonstrating substantial potential for broader application, particularly in General Practice residency training.