Objective To understand the development trend and frontier hotspots in the field of medical education in China, to conduct bibliometric analyses to the perspective of international medical journal publications, and to provide reference for the reform and development of medical education in China. Methods Using medical education as the MeSH term, publications by Chinese institutions pertaining to medical education research between from 2008 up to 2017, and included in the scientific citation index (SCI) database were collected from PubMed and corroborated through the web of science database. Research characteristics, such as publication trends, distribution of institutions, and distribution of journals, were analyzed to depict the overall development characteristics of medical education research in China. BICOMB and gCLUTO were used for cluster analysis and citation index analysis of high-frequency MeSH terms in order to identify the frontiers and hotspots of Chinese medical education research. Results Totally of 441 articles were reviewed in the study analysis. Analysis of the characteristics of Chinese medical education research showed that The University of Hong Kong (HKU) ranked first in terms of the distribution of institutional publications and the ranking of authors' publications. In the past decade, the journal Medical Teacher published more articles about Chinese authors, and health care sciences had become the most interdisciplinary subject in the field of medical education. Cluster analysis presented 6 high-frequency MeSH terms and 5 high frequency citations. Conclusions Compared to international medical education research, Chinese medical education research started late but has developed rapidly in recent years. The current research fully discussed and addressed the practical challenges facing the reform and development of medical education in China from a global perspective. However, the depth and breadth of the overall research still needs to be improved.
Li Honghe
,
Song Xinzhi
,
Ding Ning
,
Wen Deliang
. Development characteristics and research frontier report of Chinese medical education research with an international view[J]. Chinese Journal of Medical Education, 2019
, 39(5)
: 321
-326
.
DOI: 10.3760/cma.j.issn.1673-677X.2019.05.001
[1]姜海, 刘薇薇, 管又飞. 基于引文可视化分析软件的21世纪世界医学教育科研合作网络分析[J].中华医学教育杂志,2018,38(3):368-372. DOI: 10.3760/cma.j.issn.1673-677X.2018.03.012.
[2]闻德亮. 2018国际医学教育研究前沿报告[M]. 北京:科学出版社, 2018:1-2.
[3]崔雷, 刘伟, 闫雷, 等. 文献数据库中书目信息共现挖掘系统的开发[J].现代图书情报技术,2008(8):70-75. DOI: 10.3969/j.issn.1003-3513.2008.08.013.
[4]Hou J, Michaud C, Li Z, et al. Transformation of the education of health professionals in China: Progress and challenges[J]. Lancet, 2014, 384(9945):819-827. DOI: 10.1016/S0140-6736(14)61307-6.
[5]Xu D, Sun B, Wan X, et al. Reformation of medical education in China[J]. Lancet, 2010, 375(9725):1502-1504. DOI: 10.1016/S0140-6736(10)60241-3.
[6]赵立成, 张锦英. 质量与内涵:高等医学教育供给侧改革的思考[J].医学与哲学(A),2017,38(21):67-70. DOI: 10.12014/j.issn.1002-0772.2017.11a.17.
[7]曲巍, 张锦英. 医学人文与医学教育改革[J]. 医学与哲学(A), 2015,36(7):1-3, 87.
[8]Jones R W. Problem-based learning: Description, advantages, disadvantages, scenarios and facilitation[J]. Anaesth Intensive Care, 2006,34(4):485-488.
[9]Abraham RR, Vinod P, Kamath MG, et al. Learning approaches of undergraduate medical students to physiology in a non-PBL- and partially PBL-oriented curriculum[J]. Adv Physiol Educ, 2008,32(1):35-37. DOI: 10.1152/advan.00063.2007.
[10]Zhang Y, Zhou L, Liu X, et al. The effectiveness of the problem-based learning teaching model for use in introductory Chinese undergraduate medical courses: A systematic review and meta-analysis[J]. PLoS One, 2015,10(3):e0120884. DOI: 10.1371/journal.pone.0120884.
[11]汪青. 国内医学院校PBL教学模式的应用现状及问题剖析[J].复旦教育论坛,2010,18(5):88-91. DOI: 10.3969/j.issn.1672-0059.2010.05.018.
[12]谭海珠, 杨棉华. PBL教学模式在医学教育中的应用[J]. 医学教育, 2005(5):48-50.
[13]单天明, 孙宝志. 关于基于问题教学模式改善学生学习能力的评价研究[J].中华医学教育杂志,2006,26(6):90-93. DOI: 10.3760/cma.j.issn.1673-677X.2006.06.039.
