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Strengthen the practice of clinical thinking and ability training in the teaching of various theories of traditional Chinese medicine Shang Li, Yang Li'na, Yao Jiemin, Li Ming, Ying Hongyou 2020, 40 (10):  753-756.  DOI: 10.3760/cma.j.cn115259-20191107-00958 Abstract ( 57 )   PDF (856KB) ( 28 )   This paper discusses the teaching reform practice of strengthening the cultivation of students' clinical dialectical thinking ability in accordance with the characteristics of the teaching of various theories of traditional Chinese medicine. Set up a series of theoretical courses of various theories of traditional Chinese medicine and a compulsory course of “academic thoughts and clinical practice of doctors”; explore the reform of teaching methods of various theories of traditional Chinese medicine with the purpose of problem-oriented and capacity-building; improve the evaluation system based on process evaluation. Guide students to experience the application of TCM theories in the process of clinical practice, so as to improve the theoretical literacy of TCM and cultivate the ability of clinical dialectical thinking. References | Related Articles | Metrics

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Analysis of reasearch hotspots and trends of problem-based learning in medical education Zhang Yifan, Wang Yuan, Li Wenfei, Jia Yue, Zhang Ming 2020, 40 (10):  757-761.  DOI: 10.3760/cma.j.cn115259-20191124-01016 Abstract ( 98 )   PDF (1142KB) ( 91 )   Problem based learning (PBL) has become an important research field in the reformation of medical education. It is necessary to analyze the hot spots and trends of PBL. In this paper, 1819 literatures from 1981 to 2019 were retrieved from the core data set of Web of Science and were selected as the research object. CiteSpace software is used to analyze the literature information visually. The results show the analysis of research hotspots and trends of problem-based learning in medical education. The research on PBL teaching mode mainly implemented in European and American countries with close cooperation. At present, the research focuses on the learning outcomes, the school, and the cultivation of teachers' and students' capacity building.The research trend gradually extends from PBL teaching itself to the combination with other teaching methods such as “virtual patient” and “video”. References | Related Articles | Metrics

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The application of discussion teaching method in physical diagnostics for abnormal signs as remodeling of clinical training Zhang Xiyang, Zhou Ling, Lan Xueli 2020, 40 (10):  762-765.  DOI: 10.3760/cma.j.cn115259-20191126-01023 Abstract ( 55 )   PDF (823KB) ( 41 )   Objective To explore the application effect of discussion teaching method in the practice training of physical examination diagnostics for abnormal physical signs. Methods The experimental control method was used in this study. From April 2018 to July 2019, 79 five-year medical students who were enrolled in 2015 and 2016 majoring in Peking University Health Science Center interned in the Aerospace Center Hospital were selected as the research objects.Among them,39 students of 2016 were set as the experimental group, adding discussion teaching methods on the basis of traditional teaching methods;40 students of 2015 were set as the control group, using traditional teaching methods. Through the examination of theoretical knowledge and the questionnaire survey of the experimental group students, the teaching effect was evaluated. Results The differences between the experimental group and the control group in abnormal physical signs [(26.24 ± 5.51) vs (21.16 ± 5.33)] and total scores [(84.72 ± 8.50) vs (80.95 ± 7.41)] were statistically significant (P<0.05). There were 97.4% (38/39) students from the experimental group satisfied with the discussion teaching method. Conclusions The students trained with new model of discussion-based learning have better learning outcomes in terms of test results in the diagnostics of abnormal physical signs, discussion teaching method is recognized by students. References | Related Articles | Metrics

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Application and effect of case-based inquiry teaching method in toxicology experiment teaching Han Xue, Yao Maolin, Wang Qi, Ma Lu, Wang Dapeng, Chen Xiong, Zou Zhonglan, Wang Qingling, Hu Ting, Qin Zixiu, Pan Xueli, Hong Feng, Zhang Aihua 2020, 40 (10):  766-769.  DOI: 10.3760/cma.j.cn115259-20191112-00981 Abstract ( 71 )   PDF (818KB) ( 52 )   Objective To evaluate the effect of case method combined with research-based learning model on the teaching of toxicology experimental teaching for undergraduates. Methods All 447 students from the grade 2012-2015 of preventive medicine in the School of Public Health of Guizhou Medical University were recruited.The traditional teaching method(n=110) and the research-based teaching method(n=337) were adopted respectively, and the test scores and questionnaires were used to evaluate the effect. Results The pass rate and excellent rate of inquiry teaching were 94.4%(318/337) and 33.5%(113/337), which were higher than those of traditional teaching methods[79.1%(87/110) and 8.2%(9/110)],and the difference is statistically significant(χ2=22.72,26.86,P<0.05). The results of the questionnaire showed that most of the students preferred the inquiry teaching(63.2%,60/95),and that the inquiry teaching improved self-learning(88.4%,84/95), problem-solving(82.1%,78/95),communication(91.6%,87/95) and team work(84.2%,80/95). Conclusions The case-directed inquiry teaching method improves the teaching effect of toxicology experiments and contributes to the improvement of students' comprehensive quality. References | Related Articles | Metrics

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Application of case-based learning in experiment course of medical microbiology Dong Dan, Hou Jun, Wang Xiaofang, Chen Xueling 2020, 40 (10):  770-773.  DOI: 10.3760/cma.j.cn115259-20200114-00060 Abstract ( 85 )   PDF (775KB) ( 71 )   Case-based learning (CBL) has been widely used in medicaleducation, which takes case as the center, students as the main body, and aims at cultivating and build students' capacity to analyze and solve problems with their knowledge. The project population are undergraduates of 5-year curriculum in Medical College of Shihezi University, the teaching design and teaching implementation process in experimental course of medical microbiology, we implemented a case-based pedagogy. The teaching effect was evaluated by medical microbiology experiment examination, questionnaire survey and teacher-student forum. The results show that 87.3% (55/63) of students have excellent scores. Case-based learning applied in medical microbiology experiment course combines training with basic medicine and clinical performance, has been widely recognized by students and improves the teaching quality of medical microbiology experiment course. References | Related Articles | Metrics

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Establishment of nomograms models predicting self-regulated learning levels of medical undergraduates Huang Runzhi, Zhang Guoyang, Yang Jun, Wu Jing, Liu Ruilin, Hu Peng, Zeng Ying, Wei Chunlan, Shen Huixia, Cheng Liming, Yang Wenzhuo 2020, 40 (10):  774-779.  DOI: 10.3760/cma.j.cn115259-20190516-00380 Abstract ( 63 )   PDF (1090KB) ( 53 )   Objective To construct nomograms for predicting self-regulated learning levels of Chinese medical undergraduates. Methods In the 2018-2019 academic year, the college students' self-regulated learning scale was used to investigate the self-regulated learning ability of 1 187 students from three medical schools. The multi-factor regression was used to identify the influencing factors of the self-regulated learning ability while the prediction models for predicting self-regulated learning levels of Chinese medical undergraduates were constructed based on the multi-factor regression models. Results The total self-regulated learning score of the medical students in three school was 401.03 on average. The multivariable analysis suggested that GPA, teaching model, primary caregivers, medical study time per week, interest in medicine, peer influences and learning atmosphere were independent indicators for self-regulated learning levels. The C-index of nomograms model is 0.746. Conclusions Nomograms models worked well in predicting the self-regulated learning levels of Chinese medical undergraduates. References | Related Articles | Metrics

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The impact of three-stage clinical practice on medical students' cognition of narrative medicine Zhao Miaomiao, Luo Jinyan, Cai Qiaoling 2020, 40 (10):  780-783.  DOI: 10.3760/cma.j.cn115259-20200523-00804 Abstract ( 65 )   PDF (822KB) ( 43 )   Objectives To explore the impact of the three-stage clinical practice approach on medical students' cognition of narrative medicine. Methods A self-designed questionnaire was used to compare the cognition degree of narrative medicine among the students of clinical medicine from grade 2019, 2018, 2017, and 2016 in Shanghai University of Medicine and Health Sciences from April 2000 to May 2000. The three-stage “narrative medicine” teaching was arranged in the third semester in the first, second and third school year. Results With the advancement of three-stage clinical practice, students' understandings of the concept, development, parallel medical records, and the writing skills of narrative medicine gradually deepened (all P<0.001). During the communication between doctors and patients, the percentage of listening time within 10 minutes gradually decreased as the practice progresses (P=0.034). More than 95% of students who have received narrative medical practice in the three grades thought that narrative medical practice was helpful for the cultivation of professionalism, empathy between doctors and patients, and communication capacity between doctors and patients. Conclusions Medical students' cognitions of narrative medicine have been improved by the staged curriculum based clinical practice teaching, and the teaching model has been well recognized by students. References | Related Articles | Metrics

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Application of blended learning and formative assessment in surgical experiment teaching Chen Fangfang, Zhang Jingwei, Xie Zhe, Wang Xin 2020, 40 (10):  784-787.  DOI: 10.3760/cma.j.cn115259-20200326-00435 Abstract ( 84 )   PDF (809KB) ( 69 )   Objective To investigate the application of blended learning and formative assessment in surgical experiment teaching. Methods A total of 103 students who received surgical experiment teaching in the second affiliated hospital of Wuhan University from March in 2018 to June in 2018 were randomly divided into experimental group (51 students) and control group (52 students). The students in the experimental group received blended learning and formative assessment. The students in the control group received traditional practice teaching. The two groups were compared in terms of the scores of skill examinations, and the degree of satisfaction with teaching was surveyed. Results The experimental group had a significantly higher score in skill examination than the control group[(88.74±8.35) vs (80.63±9.78), P<0.01]. The scores of evaluating teaching in experimental group students is higher than the control group[(93.65±3.86) vs (82.84±5.65), P<0.01], the satisfaction of teaching is significantly higher in the experimental group[96.2%(50/52) vs 76.5%(39/51), P<0.01]. Conclusions The introduction of blended learning and formative assessment into the surgical experiment teaching can significantly improve the learning of surgical operation skills and the satisfaction of teaching. References | Related Articles | Metrics

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The value of computed three-dimensional visualization technology in medical education Chen Tao, Huang Xin, He Xiaochuan, Su Ziyang, Yuan Jianyu, Hu Wenjun 2020, 40 (10):  788-791.  DOI: 10.3760/cma.j.cn115259-20191216-01090 Abstract ( 137 )   PDF (789KB) ( 70 )   In recent years, the traditional medical education pedagogy methodology, which is mainly based on trainers’ description, picture demonstration and clinical novitiate, fails to meet the diversified demand of medical education. The evolving three dimension(3D) printing, 3D model, augmented reality(AR) and mixed reality(MR) technologies gradually demonstrated unique advantages in medical education. The technology is stereoscopic, authentic and interactive, which effectively shows authentic anatomical architecture, physiological and pathological changes as well as surgical procedure, improving teaching quality and stimulating the interest of learning. Combining our experience in learning and applications of related technologies, this article summarized the application value in medical education of 3D printing, 3D model, AR and MR as representatives of computed three-dimensional visualization technology, and made a prospect for the value of the technology in medical education. References | Related Articles | Metrics

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The application of 3D printing technology in undergraduates teaching of spinal surgery Wu Tao, Xiao Zhihong, Yan Xueliang 2020, 40 (10):  792-795.  DOI: 10.3760/cma.j.cn115259-20200416-00592 Abstract ( 48 )   PDF (787KB) ( 36 )   Objective To implement and evaluate of 3D printing technology in undergraduates teaching of spinal surgery. Methods Selected fifty undergraduates of the 2015 five-year program during clerkship in our hospital from September to November 2019. They were randomly divided into two groups by the random number table,with 25 persons in each. The experimental group used 3D stereo models plus group discussion systems. The control group used traditional cadaver specimens plus plaster models. Compared and analyzed the examination results of spine surgery of the two groups students, and used questionnaires to investigate their evaluation of teaching effects. Results The scores of class test [(87.06±2.74) vs (72.45±3.61)], final examine test [(83.30±2.94) vs (75.95±3.23)] and operation test [(85.10±2.86) vs (77.20±3.29)] were higher in the experimental group than those in control group(all P<0.05). The experimental group significantly outscored the control group in learning interesting [(7.67±1.23) vs (6.00±1.69)],class interaction [(7.53±1.35) vs (6.13±1.18)], learning efficiency [(8.53±0.91) vs (6.87±1.06)]and disease awareness[(8.86±0.92) vs (7.40±1.05)], operational mastery [(8.40±0.94) vs (7.00±1.03)], teaching satisfaction [(9.00±0.76) vs (8.00±0.85)] (all P<0.05). Conclusions The 3D printing technology can effectively mobilize students' enthusiasm, significantly and active thinking so improved teaching effect in undergraduate training of spine surgery, which helps students to master clinical knowledge in a solid way. References | Related Articles | Metrics

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Application of bionic mold for complicated perineum laceration in the training of new midwives Liu Hong, Ren Ping, Li Yuehong, Wu Na 2020, 40 (10):  796-799.  DOI: 10.3760/cma.j.cn115259-20200409-00525 Abstract ( 25 )   PDF (1505KB) ( 15 )   Objective To explore the application effect of bionic mold (hereinafter referred to as bionic mold) for complicated perineum laceration in midwife training. Methods Comparison method was used. From August 2017 to August 2019, the new midwives from the East Hospital, the West Hospital and the South Hospital ofFirst Maternity and Infant Hospital, Tongji University School of Medicine carried out four simulated training sessions of complex perineum laceration, each of which lasted for 2 weeks and 8 weeks, with a total of 70 trainees. In the second and eighth week of each training, the self-designed evaluation table of perineal laceration repair skills was used to evaluate the new midwives' mastery of perineal laceration repair skills before and after the training. After the training, the new midwives were assessed with self-made questions before and after the training, and the effect of bionic mold simulation training was evaluated by the new midwives through questionnaire after the training. Results Before and after training, the suture completion time of midwives was (28.16±6.57) min vs (23.54±4.54) min, the difference was statistically significant (P<0.01); the anatomical level clarity skill score was (5.75±2.44) points vs (7.83±1.24) points, the difference was statistically significant (P<0.01); the comprehensive theory examination scores were (61.45±4.76) The score ratio was (83.60±4.31), the difference was statistically significant (P<0.05); 70 new midwives gave satisfactory evaluation on 18 items of bionic mold simulation training. Conclusions Using the bionic mold of complex perineum tear in simulation training can quickly grasp the diagnosis and identification of complex perineum tear wound, and consummate the operation skills of repair. On the basis of conforming to medical ethics, the clinical teaching quality for training new midwife is significantly improved, which is worthy of clinical promotion and application. References | Related Articles | Metrics

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Strengthen the education of medical graduates' academic norms based on the results of the coincidence of the dissertation text test Li Chenxi, Cui Shuang 2020, 40 (10):  800-803.  DOI: 10.3760/cma.j.cn115259-20200225-00188 Abstract ( 33 )   PDF (773KB) ( 28 )   Based on the results of the coincidence of the dissertation test, the study analyzes medical graduates' dissertations and finds some problems in medical graduate students. After thinking and discussing, the paper puts forward preventive measures and suggestions: the comprehensiveness of academic normative education, standardize the employment conditions and training management of instructors should be paid attention, thus to improve the medical graduates education management and improve the governance system of academic anomie in universities. References | Related Articles | Metrics

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Research on the current situation of fragmented learning by medical graduates Chen Huanliang, Yu Qi, Tu Wenzhi 2020, 40 (10):  804-807.  DOI: 10.3760/cma.j.cn115259-20190817-00662 Abstract ( 75 )   PDF (777KB) ( 46 )   Objective To define the current situation of fragmented learning by medical graduates so to explore the strengthens and weakness of fragmented learning by medical graduates. Methods A questionnaire was adopted. In May 2019, 293 medical graduate students from 14 specialties enrolled in 2019 by Shanghai Jiaotong University Medical College were selected as the research objects to conduct a questionnaire survey on the status of medical fragmentation learning. Analysis of data was performed by SPSS 25.0. Results The results showed that 79.5% (233 / 293) medical graduates have experienced fragmented learning and 65.9% (193 / 293) students believed that the strengthens of fragmented learning are greater than the weakness, but 59.7% (175 / 293) students complained of limited impact to their learning by the fragmented method. The positive response from students mainly come from following points: smart learning because of fragmented time [83.3% (244 / 293)]; rich resources to support the learning [59.7% (175 / 293)]; the knowledge is always up-dated based on academic development [50.5% (148 / 293)]. The negative response from the students mainly come from following points: the knowledge is not firmly grasped [68.3% (200 / 293)]; the learning pathway and sequence are not well-organized as a new system [63.1% (185 / 293)]; the fragmented learning method prevented learners from focusing on the key points of knowledge [46.8% (137/293)]. Conclusions Fragmented learning is universal in medical graduate students, but the ability of fragmentation learning needs to be improved. Fragmented learning has the advantages of optimizing the time schedule and getting more learning resources. However, the efficiency and the learning outcome of this method still need to be improved. References | Related Articles | Metrics

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Application of teaching mode from NTCHC for research capacity building of residents Ma Jiaojiao, Li Ying, Chen Jie, Sun Mai, Wang Linping, Liu Xiaoqing, Lu Qingjun, Zhang Bo 2020, 40 (10):  808-811.  DOI: 10.3760/cma.j.cn115259-20200121-00086 Abstract ( 56 )   PDF (779KB) ( 23 )   Objective To explore a new model of scientific research courses in standardized training of resident doctors guided by National Telemedicine and Connected Health Center(NTCHC). Methods The “Clinical Research Design and Article Writing skill Enhancement Courses” were jointly organized by the Education Department, the Department of Ultrasound of the China-Japan Friendship Hospital andNTCHC from June 7 to December 12, 2019. Students who participated in the courses (n=44) were divided into three groups: Group A (n=14) joined online courses; Group B (n=16) joined on-the-spot courses; Group C (n=14) joined both online and on-the-spot courses. Questionnaires survey were used to evaluate learning effectiveness and learning satisfaction after the courses. The reliability was analysed by the satisfaction scale. Results All 44 students believed a signficant knowledge gain and improvement of research capacity, and 88.6%(39/44) students thought that the gain was great. There was no statistical difference in the satisfaction of the three groups of students on the content of the course, the teachers and the course organization (all P> 0.05). Conclusions Based on guidance from NTCHC, the learning outcomes of resident research courses through a remote online pathway is impressive. References | Related Articles | Metrics

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Satisfaction survey in the standardized resident trainees in a certain hospital in Beijing Wang Na, Xiong Qin, Song Qingkun, Chang Yanqin, Guan Lei 2020, 40 (10):  812-816.  DOI: 10.3760/cma.j.cn115259-20190821-00675 Abstract ( 78 )   PDF (833KB) ( 50 )   Objective To investigate the satisfaction of standardized residents' trainees with different background , and puts forward suggestions for improvement, so as to provide reference for relevant research. Methods In January 2019, a semi-open questionnaire survey was conducted to 186 resident trainees in a third-grade comprehensive hospital in Beijing from 2015 to 2018. The results were analyzed by chi-square test, logistic regression and other methods. Results The total satisfaction of resident trainees to the training base institution was 89.8% (167/186); the total satisfaction of master's degree students 78.0% (39/50) was lower than that of commissioned training 94.4%(84/89) (χ2=4.013,P＜0.01)and self-training residents 93.6%(44/47)(χ2=4.784,P=0.029),the differences were statistically significant; the total satisfaction of the patients in non-surgical departments 75.8%(25/33) was lower than that in medical technology departments 92.6%(63/68), the differences were statistically significant(χ2=4.246,P=0.039). The total satisfaction of residents' trainees with an average monthly income of more than 3 000 yuan is 5.649 times that ofresidents' trainees with an average monthly income of less than 3 000 yuan (OR=5.649,95%CI=1.022~31.238). Conclusions The overall satisfaction of resident trainees to the training base institution was high, and can be further improved by paying attention to the different status and majors of the residents,solving the existing problems and increase their salary. References | Related Articles | Metrics

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The training of doctor-patient communication skills in standardized training of residents in department of nephrology Gu Lijie, Wang Ling, Zhu Nan, Rong Shu, Zhang Weili, Yang Man, Zhou Xu, Yuan Weijie 2020, 40 (10):  817-820.  DOI: 10.3760/cma.j.cn115259-20191129-01034 Abstract ( 71 )   PDF (789KB) ( 56 )   Objective This study aimed to evaluate the effectiveness of a doctor-patient communication (DPC) training program designed for standard training of resident in nephrology department. Methods A total of 49 residents who participated in the resident standardized training in Department of Nephrology, Shanghai General Hospital, Shanghai Jiao Tong University School of Medicine between January 2018 and December 2018 were recruited. Residents were recruited to participate in a doctor-patient communication skills training program. The residents were evaluated by the “SEGUE Scale” (Set the stage, Elicit information, Give information, Understand the patient's perspective, End the encounter; SEGUE) before and after the program. The patients' satisfaction was evaluated by the “Questionnaire on Satisfaction of Hospitalized Patients with Medical Services”. Results SEGUE scale evaluation results showed that the total score of SEGUE increased after the DPC skill training[(21.90±2.00) vs (17.52±1.90), t=-10.98,P<0.01)]. Patient satisfaction survey showed that patients' satisfaction was improved after the DPC training program[(24.42±1.27 )vs (19.84±2.49), t=11.34, P<0.01]. Conclusions This training program of doctor-patient communication skills in nephrology Department improved DPC competency of residents and effectively enhanced the levels of patients' satisfaction. References | Related Articles | Metrics

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Investigation of the clinical performance by standardized training of residents of obstetrics and gynecology Zeng Qingqi, Liu Jing, Gao Jie, Chen Zhe, Zhao Yan, Wang Jianliu 2020, 40 (10):  821-824.  DOI: 10.3760/cma.j.cn115259-20191218-01095 Abstract ( 54 )   PDF (781KB) ( 28 )   Objective To understand the clinical performance by standardized training of residents of obstetrics and gynecology in China, and to provide reference for improving residency training program. Methods Using stratified random sampling, an online questionnaire survey was conducted on 1341 obstetrics and gynecology residents (including the same-seniority physicians who did not participate in residency training program), who obtained certification of residency training program within 2 years and came from different grades of hospitals in six regions of the country. Number and extent of participation in 20 common clinical performance during the training phase were investigated. Results It is found that 19.0% (255/1341) of them showed qualified participation in clinical practice. Logistic regression analysis indicated that resident clinical practice participation of the undergraduate degree (OR=1.661, 95%CI: 1.225~2.252), northeast China(OR=2.637, 95%CI: 1.564～4.446) and north China (OR=2.362, 95%CI: 1.442～3.869) was better than those of master's degree and the southwest and northwest China. Conclusions The participation of obstetrics and gynecology resident trainees in clinical performance is insufficient in China, and there is a big gap among different regions. It is recommended that the training rules of obstetrics and gynecology should be revised according to the changes in disease spectrum and surgical methods. References | Related Articles | Metrics

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The application of whole-range tutorial system in the standardized training of obstetrics and gynecology residents Yang Rui, Zhang Chunyu, Gong Yue, Ba Ni'na, Liang Huamao, Ma Caihong, Li Rong, Qiao Jie 2020, 40 (10):  825-828.  DOI: 10.3760/cma.j.cn115259-20200221-00165 Abstract ( 53 )   PDF (819KB) ( 36 )   Objective To explore the application effect of the whole-range tutorial system in the standardized training of obstetrics and gynecology residents. Methods Experimental control analysis method was used in this study. Totally 94 residents who received standardized training in obstetrics and gynecology department of Peking University Third Hospital from January 2010 to December 2019 were included,we compared the theoretical, clinical ability assessment and English test results of the residents with and without tutors. Results The scores of tutor group were significantly higher than that of non-tutor group [(92.4±4.2) vs (91.1±4.9), t=-2.300, P=0.022], the scores of theoretical test of obstetrics and gynecology were also improved significantly [(77.6±7.3) vs (71.5±9.3), t=-4.648, P<0.01], and the scores of annual English test were also enhanced significantly [(82.3±12.5) vs (70.0±15.9), t=-5.326, P<0.01]. Conclusions The implementation of the tutorial system has significantly improved the essential theoretical knowledge, clinical reasoning and operation skill, as well as English level for academic communication of the trainees of obstetrics and gynecology residents. References | Related Articles | Metrics

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Investigation of the intentions and promotion forms of national medical professional workers in continuing medical education Chen Li, Du Zhiqin, Liu Zhenhua, Liu Zhenhong, Wu Yajun, Xu Qiang, Zhang Yingjie, Liu Junli 2020, 40 (10):  829-831.  DOI: 10.3760/cma.j.cn115259-20191216-01083 Abstract ( 45 )   PDF (794KB) ( 27 )   Objective To investigate the intentions and promotion forms of national medical professional workers in continuing medical education in China. Methods A self-designed questionnaire survey was conducted nationwide through online supplemented with paper questionnaire from June to October 2018. Results Totally 86.2%(30 754/35 694) of the respondents are willing to participate in continuing medical education, and fortunately 50.5%(18 018/35 694) with “Strong willingness”. The effective ways to improve the motivation are enhancing training effectiveness[77.5%(27 678/35 701)] and relevance[66.7%(23 809/35 701)]. Conclusions The intentions to participate in continuing medical education of national medical professional workers is high,and the enthusiasm can be further enhanced by strengthening the effectiveness and relevance of trainings. References | Related Articles | Metrics

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Writing skills for the scenario-based questions and evaluation of the application effect of scenario-based questions in the examination of neurobiology Zhang Ying, Kong Jin'ge, Wang Yun 2020, 40 (10):  832-836.  DOI: 10.3760/cma.j.cn115259-20191021-00875 Abstract ( 48 )   PDF (1504KB) ( 27 )   The contextualization of exam questions refers to setting questions in the real situations, making the assessment of knowledge in the process of problem solving.Since 2012, scenario-based questions have been introduced into the final examinations of neurobiology of undergraduates in the department of Neurobiology in the school of Basic Medical Sciences of Peking University. Here, we summarized the skills used in writing the scenario-based questions in the final examination papers of neurobiology. Taking the final examination paper in 2016 as an example, we analyzed the correlation between the scenario-based questions and the quality of the examination paper. The results showed that the difficulty coefficient of scenario-based single-choice questions is decreased as compared to that of non-scenario based single-choice questions, while the discrimination coefficient is enhanced. In addition, there is a positive correlation between the score of scenario-based questions and the final score of the examination paper. Therefore, introducing scenario-based questions can increase the discrimination coefficient of the examination paper and helps to evaluate students' capacity of learning and doing. References | Related Articles | Metrics

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The application of native English speaker of standardized patients in the history collection by international students majoring in clinical medicine Zou Liping, Wang Weixing 2020, 40 (10):  837-840.  DOI: 10.3760/cma.j.cn115259-20191101-00935 Abstract ( 34 )   PDF (814KB) ( 20 )   Objective To explore the role of standardized patients (SP) in assessing what the effect it may have for international students majoring in clinical medicine in medical history collection. Methods In October 2018 , four English sp (all non-medical students in Wuhan University) and four Chinese bilingual (Chinese and English) examiners who were doctors of Affiliated Hospital of Wuhan University were selected as the subjects . Six-year 112 international students majoring in clinical medicine ,enrolled in 2015 (in English) from Wuhan University were selected as the examinees, they were randomly divided into 4 groups according to student numbers, with 28 in each group. In each group, an English SP was set up and matched with a Chinese bilingual examiner to collect and assess the case history of the students majoring in clinical medicine. English SP was both a standardized patient and an examiner, and both of them were scored independently with the same assessment score table, and the results were compared. Results There was no statistical significant (P>0.05) in the scores of either single items or total points by four English SPs and four Chinese bilingual examiners. The total scores of four groups of English SP and Chinese bilingual examiners are respectively as follows: group A [(76.48 ± 0.68) vs (76.42 ± 0.43),t=0.395, P=0.695]; Group B [(74.22 ± 0.45) vs (74.45 ± 0.54), t=1.731, P=0.089]; group C [(75.09 ± 0.78) vs (74.90 ± 0.89), t=0.850, P=0.399]; group D [(75.82 ± 0.81) vs (75.81 ± 0.65), t=0.051, P=0.960]. Conclusions The trained non-medical international students can play a role both as SP and examiner. Since bilingual SP is not available at the moment in China, it is a feasible alternative for the application of well-trained English speaking SP in collection of cases history. References | Related Articles | Metrics

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Application of FIAS based classroom teaching interactive behavior evaluation system in higher medical education Lyu Jing, Mu Lixian, Yang Yuan, Mi Kai, Shen Yan, He Zhongshun, Tan Zhenghui, Liu Ying, Yu Jianyun 2020, 40 (10):  841-844.  DOI: 10.3760/cma.j.cn115259-20191028-00908 Abstract ( 83 )   PDF (777KB) ( 39 )   Evaluation of classroom teaching plays a key role in monitoring and management of teaching quality. The evaluation criterion is important for leading the classroom teaching reform. How to promote the development from qualitative evaluation to quantitative evaluation in classroom teaching remains to be solved. We developed the FIAS based classroom teaching interactive behavior evaluation system based on the principles of Flanders Interaction Analysis System (FIAS). We aimed to guide teachers to modify the teaching design to perform effective classroom interaction for improving classroom teaching quality. Our research provides a novel approach for the quantitative evaluation of classroom teaching in medical education. References | Related Articles | Metrics

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The relationship between medical school revenues and national health expenditures from 1980 to 2017 in the United States and the enlightenment Lu Yuanmei, Li Wenzhuo, Wu Hongbin, Wang Weimin 2020, 40 (10):  845-848.  DOI: 10.3760/cma.j.cn115259-20200402-00477 Abstract ( 66 )   PDF (1248KB) ( 46 )   Objective To analyze the quantitative relationship between the medical school revenues and health expenditures,including the internal structures of them,and provide evidence to establish a stable guarantee mechanism for medical education funding in China. Methods Based on the data of all accredited American medical schools released by the Association of American Medical Colleges(AAMC),and the health expenditure data released with the Centers for Medicare and Medicaid Services(CMS) from 1980 to 2017,this study has analyzed the changes and relationship in the revenue structure of the U.S. medical schools and the health expenditure structure in the past nearly 40 years. Results Compared with the total annual health expenditure of US $ 3 trillion,the annual revenue of medical schools in the United States is about 100 billion US dollars.From 1980 to 2017 in medical schools in the United States,the average ratio of medical service revenue to personal health care expenditure was 2.2%(40.49/1879.93);the average ratio of federal scientific research funding income and health investment expenditure was 11.1%(13.6/122.43);the average ratio of total school revenues to total health expenditure is 3.4%(74.94/2 227.68). Conclusions Drawing on the experience of the United States,the government can broaden the funding channels for medical education and expand research funding in China's total health expenditure.Therefore we can establish a stable guarantee mechanism for medical education funding in China. References | Related Articles | Metrics