An empirical study on the homogeneity and balanced development of clinical probation teaching at multi-units

doi:10.3760/cma.j.issn.1673-677X.2017.06.023

Abstract

Abstract: With a large number of medical undergraduates in local universities, the demand for clinical probation teaching resources is relatively large. Therefore, the clinic probation teaching needs to be distributed in a number of hospitals simultaneously.In the process of implementing the teaching activities, the quality of teaching may be different in different hospitals, which makes the clinical probation teaching can not develop consistently. Taking the clinical probation teaching of medical undergraduates in a university in Hunan as the object, this paper makes an empirical study on the problem of the homogeneity and balanced development of clinical probation teaching from the perspective of teaching and examination separated courses results, so that to provide a reference for the establishment of quality assurance mechanism for the homogeneity and balanced development of clinical probation teaching at multi-units.

Key words: Separation of teaching and examination, Clinical probation, Teaching at multi units, Homogeneity and balanced development

Zeng Guo, Zhou Juan, Yang Ke, Jiang Zhisheng. An empirical study on the homogeneity and balanced development of clinical probation teaching at multi-units[J]. Chinese Journal of Medical Education, 2017, 37(6): 909-915.

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