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01 November 2019, Volume 39 Issue 11 Previous Issue    Next Issue

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Analysis of the relationship between the second generation of medical education reform and the competency-based medical education Li Haichao 2019, 39 (11):  801-806.  DOI: 10.3760/cma.j.issn.1673-677X.2019.11.001 Abstract ( 113 )   PDF (1428KB) ( 127 )   The core of 2G reformation of medical education is the integrated curriculum and problem-based learning.The competency-based medical education is an important feature of the 3G medical education reform.The implementation of the second-generation of medical education reform is a necessary precondition and defined as extension of the concept of competence-oriented education to the educational experience in colleges or universities.It is important to understand the relationship between the two concepts accurately based on solid coordination of medical education. References | Related Articles | Metrics

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The concept and practice of postgraduate education of public health in the background of healthy China construction You Xiaofang, Bao Jiangbo, Xie Jingbo, He Gengsheng, Wang Ling 2019, 39 (11):  807-811.  DOI: 10.3760/cma.j.issn.1673-677X.2019.11.002 Abstract ( 45 )   PDF (861KB) ( 27 )   High-level talents of public health are key human resources for implementing hygiene and health policy concerned.Healthy China's construction requires both high-level researchers with international vision and innovative capacity,as well as health escorters with practical skills and strong application.The goal of postgraduate education is aimed to cultivate high-level talents and must be classified according to the new public health requirements of healthy China.Academic degree should focus on interdisciplinary integration,international vision expansion and the improvement of original innovative ability and professional degree should focus on competency,practical skills and strong application. References | Related Articles | Metrics

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Application of diversified evaluation methods in biochemistry course Ma Liwei, Chen Hao, Wang Weiping, Wang Pu, Wu Xin, Zhang Weifang, Ni Juhua 2019, 39 (11):  812-816.  DOI: 10.3760/cma.j.issn.1673-677X.2019.11.003 Abstract ( 50 )   PDF (850KB) ( 24 )   Curriculum evaluation is an important component in teaching activities.Adopting scientific,reasonable and efficient curriculum evaluation method can not only elevate students’ interest in learning,but also promote teachers to optimize the teaching method and improve the teaching quality.Since 2011,the School of Basic Medical Sciences in Peking University has adopted a combination of formative evaluation and summative evaluation in biochemistry course in a number of majors including basic medicine,clinical medicine,oral medicine,preventive medicine,pharmacy and nursing.It includes many forms,such as questionnaire and survey,in-class test,drawing mind maps,students writing test questions,subject reports and stage-assessment.The trial implementation for 8 years has obtained relatively satisfactory teaching efficiency.At the same time,it has also been welcomed and accepted by the vast majority of students,and teachers' teaching enthusiasm and teaching quality have also been significantly enhanced. References | Related Articles | Metrics

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Application and evaluation of micro-lectures teaching system of rehabilitation medicine Yu Fangfei, Li Min, He Xiaohua, Xu Nenggui 2019, 39 (11):  817-821.  DOI: 10.3760/cma.j.issn.1673-677X.2019.11.004 Abstract ( 29 )   PDF (857KB) ( 14 )   Objective To explore the influence of rehabilitation medicine micro-course teaching system on teaching and learning.Methods Using experimental control method.From February to July 2018,a total of 312 students majoring in clinical medicine in grade 2015 of Guangzhou University of Chinese Medicine were selected as subjects.According to the order of student number,the random serial number was generated.The odd number of serial number was the experimental group (156 students),and the odd number of ordinal number was the control group (156 students).The experimental group exposed to the rehabilitation medicine micro-course teaching system under the guidance of teachers,and the control group used the traditional teaching method.At the end of teaching,two groups joined theoretical test and practice test.After the test,students were analyzed from the final test results,the learning files and feedback evaluation of the system.Results The theoretical test scores of the students in the experimental group were (88.49±3.15),while the control group were(87.23±6.49).There was no significant difference in theoretical test scores between the two groups(Z=-0.68,P=0.431).The operational score of the students in the experimental group (84.64±4.58) was higher than that in the control group (73.55±6.27),and the difference was statistically significant (Z=2.65,P<0.01).The total scores of the students in the experimental group(86.54±3.62)were higher than that of the control group(79.92±5.94).The difference was statistically significant(Z=2.05,P=0.041).The teaching resources of learning archives analysis showed that the video time in the experimental group accounted for 51.6% of the total learning time.When the video time was more than 10 minutes,the students appeared jump video click learning.Conclusions Using the use of micro-course teaching system of rehabilitation medicine can improve the examination results of students' rehabilitation medicine course and help to realize individualized teaching and learning.The teaching system can feedback the situation of learners. References | Related Articles | Metrics

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Discussion on the cultivation of critical thinking and independent learning ability of nursing students with CBL and TBL teaching methods Wang Tianci, Liu Yunxia, Lu Danhua, Liu Yuexin 2019, 39 (11):  822-826.  DOI: 10.3760/cma.j.issn.1673-677X.2019.11.005 Abstract ( 86 )   PDF (834KB) ( 44 )   Objective To investigate the case-based learning (CBL) combined with team-based learning (TBL) teaching method for developing critical thinking and independent learning ability of nursing undergraduates.Methods Experimental control method was used.Totally 107 nursing students of grade 2015 of a medical school were randomly divided into experimental group (54 students) and control group (53 students) in 2018.The control group received traditional teaching and the observation group received CBL combined with TBL teaching method.Critical Thinking Disposition Inventory Chinese Version (CTDI-CV) and Self-directed Learning Readiness Scale for Nursing Education were used before and after probation to test the level of critical thinking and independent learning ability of both groups of students.Besides,both two groups had a theory test after the internship.Results After probation the total score of critical thinking in the experimental group was higher than that in the control group[(292.09±28.26) vs (282.47±37.12)].Both groups of students had a good level of critical thinking.For independent learning preparation,the score of self-management in the experimental group were higher than those in the control group[(49.07±5.57) vs (46.13±7.56),t=2.08,P=0.04].After probation the total score of critical thinking improved evidently in the experimental group[(292.09±28.26) vs (273.32±28.26),t=3.91,P<0.01 ].After probation the total score of independent learning preparation improved significantly in experimental group[(158.13±15.25) vs (147.84±14.92),t=3.47,P<0.01].The score of analytical questions[(45.43±4.00) vs (41.28±9.11)] and the total score[(74.90±4.60) vs (69.77±14.77)] in the theory test in the experimental group were higher than those in the control group after internship (all P<0.05).Conclusions CBL combined with TBL teaching method in the clinical probation of nursing undergraduates can improve the ability to analyze and solve problems and enhance students' academic performance.Besides,it also can develop the critical thinking and autonoruous learning of students. References | Related Articles | Metrics

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Comparison of three teaching methods applied in experimental acupuncture-moxibustion and tuina science Wang Lina, Mao Huijuan, Liu Sheng, Qin Meng, Wei Jianzi 2019, 39 (11):  827-830.  DOI: 10.3760/cma.j.issn.1673-677X.2019.11.006 Abstract ( 50 )   PDF (809KB) ( 20 )   Objective To compare the learning outcome of PBL and Sandwich and traditional teaching methods applied in experimental acupuncture-moxibustion and tuina science.Methods The questionnaire surveys were used to evaluate these three methods applied in the course of experimental acupuncture science.The evaluation involved three aspects:score of research-based teaching,outcome of learning,and participation of students in course.The survey subjects 44 students who majored in acupuncture-moxibustion and tuina in Shanghai University of Traditional Chinese Medicine.This study was exencuted from November 2014 to May 2015.Among the 10 chapters,2 chapters that were featured by strong exploration were selected to implement PBL and Sandwich teaching respectively,and the rest were carried out in traditional teaching.One-way ANOVA was used to test the significant difference among groups.Results In terms of the conformity of research-based course scores,PBL (85.5±9.3) and Sandwich teachings (88.8±11.1) were higher than that of traditional teaching (73.7±13.9) (all P<0.05).Regarding with knowledge expansion,the scores of PBL (84.4±12.0) and Sandwich teaching (85.3±12.7) were higher than traditional teaching (72.7± 18.4) (all P<0.05).About “ability”,PBL (84.2± 12.5) and Sandwich teaching (86.5± 12.4) were also higher than traditional teaching (65.9± 12.2) (all P<0.05).Concerning with student participation,score from PBL group (83.2± 9.7) and Sandwich teaching group (87.0± 11.0) were higher than traditional teaching group (63.4±13.0) (all P<0.05).However,it is interesting that the the score from traditional teaching (83.1±13.5) was higher than that from PBL group (76.9±13.6) (t=-2.15,P=0.03) in terms of the “basic knowledge”.Conclusions In experimental acupuncture-moxibustion and tuina science,PBL and Sandwich teaching gain many advantages over traditional teaching,but the latter still cannot be completely replaced. References | Related Articles | Metrics

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The application of “flipped classroom” method in the teaching of surgery for medical undergraduates Hu Xiaofan, Zhao Yilin, Chen Xu, Yan Yabo, Feng Yafei, Tian Jing, Lei Wei 2019, 39 (11):  831-834.  DOI: 10.3760/cma.j.issn.1673-677X.2019.11.007 Abstract ( 37 )   PDF (812KB) ( 25 )   Objective To explore the learning outcome of “flipped classroom” method on the theoretical teaching of surgery for medical undergraduates.Methods Randomized controlled trial was carried out.In 2018,92 medical undergraduates from the 2015 five-year major were randomly allocated into two groups:control group and experimental group,with 46 students in each group.The experimental group received “flipped classroom” teaching method,while the control group was taught by traditional teaching method.The teaching outcomes were evaluated in three ways:students' behaviors in the classes;results in two exams with a three-month interval;questionnaire for students about their learning outcome.Results Compared with control group,experimental group showed more question asking,significantly higher scores in the two exams[(83.18±3.71)vs(74.64±3.42),(77.91±3.91)vs(63.82±3.28)],with statistical significance (all P<0.01),as well as better comment on their own learning outcome in the questionnaire,especially in regard to learning interest,ability enhancement and vision expansion[(8.86± 0.54)vs(7.57± 0.46),(9.34± 0.47)vs(7.19± 0.36),(9.20± 0.52)vs(7.33± 0.41)],with statistical significance(all P<0.05).Conclusions Reasonable application of “flipped classroom” method in the theoretical teaching of surgery knowledge could effectively improve the learning outcomes by strengthening students' learning interest,the accuracy and comprehensiveness of their knowledge understanding,their long-term memory as well as comprehensive abilities. References | Related Articles | Metrics

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Diversified teaching strategies for refresher anesthesiologists in the clinical anesthesia training Liang Hansheng, Feng Yi, An Haiyan 2019, 39 (11):  835-838.  DOI: 10.3760/cma.j.issn.1673-677X.2019.11.008 Abstract ( 27 )   PDF (802KB) ( 16 )   The training method for refresher anesthesiologists is different from that of the standardized training for the resident or specialist physicians.Diversified teaching strategies for refresher anesthesiologists in order to improve training quality during the clinical anesthesia training were discussed in this paper.To improve training quality,diversified teaching methods such as tutorial system for training,pre-job training,homogenized teacher training etc.After the implementation of clinical training,the professional level and skills of clinical anesthesiology,rate of standards-meeting and satisfaction of refresher anesthesiologists were improved. References | Related Articles | Metrics

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Application of team-based learning in nephrology probation for undergraduate Cai Hong, Li Yi, Zhang Weiming, Ni Zhaohui, Shao Li 2019, 39 (11):  839-842.  DOI: 10.3760/cma.j.issn.1673-677X.2019.11.009 Abstract ( 36 )   PDF (809KB) ( 27 )   Objective To investigate the effect of applying of team-based learing(TBL) teaching mode in nephrology probation for undergraduates.Methods From November 2013 to December 2013,fifty-three undergraduate medical students in 2010 from Shanghai Jiao Tong University School of Medicine were divided into experimental group and control group by simple random sampling method;twenty-six student were in the experimental group with TBL teaching;twenty-seven students were in the control group with lecture-based learning(LBL) teaching.Two groups of students were evaluated for the learning outcome through the results of unit test and questionnaire survey of nephrology after the course of nephrology.Results There is no difference between the exam results of nephrology for experimental group and control group[(80.08±7.92) vs (77.81±11.41),t=1.04,P=0.823].Students in experimental Ⅰ group got the higher score of (70.00±5.76) than (61.43±4.35) in control group.The difference is significant between the two groups (t=3.06,P=0.011).The results of questionnaires showed that,eighteen items on the feedback questionnaire were positively rated.The highest scoring item was 1.62 about “The group discussions allowed me to improve my understanding of concepts”.The lowest score was -0.85 about “I found it easy to complete the pre-session reading”.Conclusions TBL teaching model can effectively help drop-behined students better access to knowledge in nephrology probation for undergraduate.But preview is difficult for students. References | Related Articles | Metrics

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The application of the online and offline interactive teaching method in clinical anesthesiology Mei Hongxia, Hu Mingpin, Huang Congcong, Hu Xiudan, Li Jun 2019, 39 (11):  843-846.  DOI: 10.3760/cma.j.issn.1673-677X.2019.11.010 Abstract ( 85 )   PDF (845KB) ( 67 )   Objective To explore the application outcome of the online and offline interactive teaching method in clinical anesthesiology training for undergraduates.Methods Sixty-three students in grade three majoring in anesthesiology of Wenzhou Medical University were selected as research objects and randomly divided into 2 groups from February to July in 2018.Thirty two students from class 1 were set as experimental group and 31 students from class 2 as control group.The experimental group adopted the online and offline interactive education.The control group adopted the traditional intensive teaching method.The teaching effect was evaluated by the theoretical test results of the two groups and the survey of students in the experimental group.Results The score of theoretical test of students in the experimental group (79.31±4.54) is higher than that of students in the control group (75.61±4.88,P<0.05).Up to 87.5%(28/32)of students in the experimental group think that the online and offline interactive teaching method is more conducive to the mastery of learning content,and 78.1%(25/32)of students in the experimental group think that the online and offline interactive teaching method can enhance the comprehension and help memorizing of key learning points;mean while 78.1%(25/32)of students in the experimental group think that the online and offline interactive teaching method can also help develop good clinical thinking ability;Up to 90.6%(29/32)of the students in the experimental group hold positive attitude towards the overall learning effect can be improved by the online and offline interactive teaching method.Conclusions The online and offline interactive teaching method can not only improve students' theoretical learning,but also help cultivate students' clinical reasoning capacity.Students has given a high score for the evaluation of the online and offline interactive teaching method,good teaching effect has been achieved. References | Related Articles | Metrics

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Application of combined teaching method in medical imaging teaching Lu Bingfeng, Li Weixiong, Dai Yi, Song Rui, Guan Xuechun, Zhang Chunfang, Long Liling 2019, 39 (11):  847-850.  DOI: 10.3760/cma.j.issn.1673-677X.2019.11.011 Abstract ( 69 )   PDF (812KB) ( 40 )   Objective To explore the teaching effects of combined teaching methods (including lecture-based learning (LBL),team-based learning (TBL) and case-based learning (CBL) in different teaching modules of undergraduate medical imaging courses.Methods Experimental control method was used in this study.In september 2017,forty-nine students from class two of the “5+3” integration of clinical medicine major of Guangxi Medical University in 2015 were randomly selected as the experimental group and 50 students from class one as the control group.LBL teaching method is used in theoretical course and TBL and CBL teaching method is used in practical course in both groups.The teaching hours of both groups were 36.The theoretical courses in the experimental group teach basic knowledge for 9 hours,while the practical courses teach all disease imaging in chapters for 27 hours.The theoretical courses in the control group include basic knowledge and all disease imaging in chapters for 21 hours and the practical course only teach one disease imaging in the chapters for 15 hours.The teaching effect of the two groups of students was evaluated through their usual performance,film reading ability test results and final theoretical examination results.Results The scores of students in the experimental group[(87.11+6.58) and (79.55+9.54)] were higher than those in the control group[(70.13+7.29) and (57.40+9.15)] in terms of usual performance and film reading ability test.The differences were statistically significant(all P＜0.05).The final theoretical examination scores of the experimental group[(75.19 +7.37)] were higher than that of the control group[(74.56 +6.38))],and there was nostatistically significant(P>0.05).Conclusions In the teaching of medical imaging course,LBL teaching method is used to teach basic knowledge,TBL and CBL teaching method is used to teach disease imaging,which is helpful to improve students' routine performance and test scores,and to support capacity building in clinical reasoning and skill training. References | Related Articles | Metrics

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Application of intelligent online virtual training system combined with flipped classroom teaching method in basic clinical skills teaching He Manqing, Zeng Duo, Zhou Zhou, Zhang Chao, He Xiao, Xiong Maoqi, Ma Junrong, Han Ying, Zhao Rong, Pu Dan 2019, 39 (11):  851-854.  DOI: 10.3760/cma.j.issn.1673-677X.2019.11.012 Abstract ( 59 )   PDF (810KB) ( 38 )   Objective To explore the application effect of intelligent online virtual training system combined with flipped classroom teaching method in basic clinical skills teaching.Methods The study used the experimental control method.The study lasted from September to December 2018.The subjects of this study were 87 students majoring in clinical medicine in the eight-year program from grade 2014 of West China School of Medicine,Sichuan University.They were randomly divided into experiment group (44) and control group (43).The experimental group adopted intelligent online virtual training system combined with flipped classroom teaching method,and the control group adopted traditional teaching method.The teaching content was 4 basic clinical skill projects,including pleural puncture,abdominal puncture,lumbar puncture and bone marrow puncture.The evaluation method was carried out by comparing the students' performance and a self-designed questionnaire was used to investigate the students' evaluation of the teaching method.Results The test scores of total scores in the experimental group (90.56±6.56) were all higher than those in the control group (82.69±8.64)(t=4.79,P<0.01).The experimental group believed that the intelligent online virtual training system combined with flipped classroom teaching method was superior to the traditional teaching method in terms of improving classroom learning efficiency,enhancing self-learning ability,improving skill proficiency,enhancing clinical operation confidence (all P<0.01).Conclusions The teaching process of the intelligent online virtual training system combined with the flipped classroom teaching method is conducive to improving the efficiency of classroom teaching,cultivating students' self-learning ability,enhancing students' willingness to learn. References | Related Articles | Metrics

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Application of Kanban network platform in traditional classroom teaching Liu Yangbo, Pan Hao, Wu Peng, Lang Junzhe, Wu Congcong, Jin keke 2019, 39 (11):  855-859.  DOI: 10.3760/ema.j.issn.1673-677X.2019.11.013 Abstract ( 40 )   PDF (836KB) ( 22 )   Objective To explore the impact of the “kanban” network platform on the quality of teaching of medical interns.Methods The experimental control method was used in this research.Starting from 2018,Totally two hundred and eight undergraduate senior trainees from 2013 to 2014 five-year clinical medicine majors of Wenzhou Medical University who entered the orthopedics department of the first affiliated hospitals of Wenzhou Medical University in batches from March 2018 to March 2019.Each batch of students who entered the orthopaedic trainee were randomly assigned to the experimental group (n=102) and the control group (n=106) according to the random number remainder grouping method.Using “kanban” network service platform teaching and traditional trainee teaching respectively.At the end of clinical teaching,clinical skills assessments and theoretical knowledge of orthopedic trainee examinations were taken by the two groups of students.In the semester final exams,the scores of the surgery examinations and the standardized scores of the orthopedics in the surgery examinations were transferred to us and questionnaire surveys were conducted on both students and teachers.Results The orthopedic clinical skills assessment,theoretical assessment scores and finalized surgical examinations of the “kanban” network service platform teaching group (75.29±4.23),(88.13±4.01),(75.74±6.85) respectively were significantly higher than the traditional teaching group (72.20±5.46),(84.93±3.83),(67.17±11.96),respectively,all P<0.01).The quantitative scores of the questionnaires showed that the scores of the first three questions including the preparation of the curriculum,the teaching effect,and the satisfaction of the “kanban” network service platform group students:[8(6.00,9.75),(8.13±1.04),(9.14±0.73),respectively,all P<0.05] were higher than those of the traditional teaching group[5(4.00,7.75)],(7.58±1.97),(8.73±1.14),respectively.and teachers:[5(4.00,6.00)],(9.02±1.95),(8.98±1.65) were higher than those of the traditional teachers:[3(2.00,4.00)],(7.16±1.42),(7.64±1.16),respectively and the differences were statistically significant (all P<0.05).Conclusions The “kanban” network platform integrates the new teaching model into traditional classroom teaching to improve the learning outcome,strengthen the communication between teachers and students,and improve the efficiency of teaching management. References | Related Articles | Metrics

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The application of scenario cases based simulation teaching of mechanical ventilation in the residents Zhao Huiying, Liang Shujing, Du Anqi, Lyu Shan, Zhu Fengxue, Jiang Guanchao, An Youzhong 2019, 39 (11):  860-863.  DOI: 10.3760/cma.j.issn.1673-677X.2019.11.014 Abstract ( 45 )   PDF (848KB) ( 32 )   Objective To evaluate the effectiveness and satisfaction of scenario cases based simulation teaching in the training of mechanical ventilation.Methods The scenario cases and simulation courses based on constructionism were developed in the residents.Eighty-six residents who rotated to intensive care unit from January 2016 to May 2018 were randomized to experimental group and control group.Forty-three experimental group residents were trained using scenario cases based simulation teaching,and the other forty-three control group residents were trained using traditional teaching.Theory and operation assessment were compared between two groups before and after training.Training satisfaction was also compared between two groups after rotation in the department of Critical Care Medicine.Results Total test score of post-training was significantly higher than that of pre-training in all the residents (80.5±8.3 vs 53.0±5.3,P<0.01).After training,total test score was significantly higher in the experimental group than control group (87.1± 5.8 vs 73.8± 4.1,P<0.01).Training satisfaction was also significantly higher in the experimental group than that in control group (44.5± 1.9 vs 32.9± 2.7,P<0.01).Conclusions The application of scenario cases based simulation teaching in mechanical ventilation training had achieved good results and high satisfaction. References | Related Articles | Metrics

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Application of crisis resource management combined with simulation teaching method in resident standardized training of obstetrics Xu Ping, Yang Baicai, Feng Ying, Tao Yueping, Shen Huaxiang 2019, 39 (11):  864-867.  DOI: 10.3760/cma.j.issn.1673-677X.2019.11.015 Abstract ( 36 )   PDF (807KB) ( 19 )   Objective To evaluate the effect of crisis resource management (CRM) combined with medical simulation teaching method in standardized training of obstetric residents.Methods Fifty obstetrics and gynecology trainees who received standardized training in the Department of Obstetrics of Jiaxing Maternity and Child Health Care Hospital from September 2018 to February 2019 were divided into experimental group and control group with stratified sampling.Each group contains 25 trainees.The experimental group adopted CRM simulation method,and the control group adopted traditional training method.The two groups of students were assessed for their theoretical knowledge and comprehensive clinical capacity respectively at the end of the training cycle.A self-designed questionnaire was used to investigate the course quality and self-cognition of students in the experimental group.Results In the clinical case analysis,the score of the experimental group (35.52±1.39) was higher than those in the control group (32.40±2.89),and the difference was statistically significant (t=4.87,P<0.01).The scores of clinical decision-making skills,humanistic care professionalism,overall organizational efficiency,and overall clinical abilityof the experimental group were (6.68±0.80),(6.64±0.81),(6.60±1.04) and (6.72±0.98),respectively.The corresponding scores of the control group were (5.96±0.94,)(6.00±0.91),(5.92±0.95)and (6.12±0.93),respectively,and the differences were statistically significant (all P<0.05).Conclusions CRM combined with simulation method can improve trainees' clinical capacity and non-medical competence(humanistic care,organization and coordination,teamwork and responsiveness )by setting appropriate curriculum. References | Related Articles | Metrics

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The introduction of the Penn State College of Medicine Professionalism Questionnaire and the evaluation on its validity and reliability Song Wenwen, Shi Lin, Li Honghe, Wen Deliang 2019, 39 (11):  868-871.  DOI: 10.3760/cma.j.issn.1673-677X.2019.11.016 Abstract ( 178 )   PDF (812KB) ( 119 )   Objective To introduce the Penn State College of Medicine (PSCOM ) Professionalism Questionnaire,and evalueted its reliability and validity.Methods The Chinese version of the PSCOM Professionalism Questionnaire was determined after the translation,retro-translation and expert consultation From November in 2016 to February in 2019.Using stratifed sampling ethod and cluster sampling method,390 and 4 100 general tertiary hospital physicians were selected to complete the questionnaire in two rounds of survey respectively.In the first round of mall sampling survey,confirmatory factor analysis (CFA) was applied to test the structure validity of the original scale,and the scale was revised.In the second round of a large sampling urvey,CFA and internal consistency analysis were used to test the validity and reliability of the modified scale.Results In the small sampling survey,the results of CFA showed that the model failed to meet the acceptable ftting criteria,which indicated that the primitive structure of PSCOM Professionalism Questionnaire was not suitable for Chinese general tertiary hospital physicians,thus leading to a revised 27-item professionalism scale formation.In the large sampling survey,the construct validity of the modifed 27-item questionnaire was confirmned by a good model fit inCFA (x2=3360.15,df=309,P<0.01,GFI=0.94,AGFI=0.93,PGFI=0.77,NFI=0.96,CFI=0.96,RMSEA=0.05).The Cronbach's a coefficient of all dimensions were higher than 0.80,and the Cronbach's a coefficient for the overall scale was 0.97.Conclusions The 27-item Chinese version of PSCOM Professionalism Questionnaire scale has good reliability and validity,and can be used as an effective tool for the evaluation of physician ' s attitude towards professionalism. References | Related Articles | Metrics

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Application of human morphology virtual simulation experiment platform and examination platform in pathology teaching Sun Limei, Qiu Xueshan, Li Qingchang, Qu Bo, Sun Baozhi, Wen Deliang 2019, 39 (11):  872-875.  DOI: 10.3760/cma.j.issn.1673-677X.2019.11.017 Abstract ( 61 )   PDF (807KB) ( 28 )   Objective To explore the pathology experiment teaching effect on the virtual simulation experimental teaching platform and examination platform of human morphology.Methods The experimental control method was used in this study.Totally 723 students of five-year clinical medicine major from 2014 to 2016 in China Medical University were selected as the research objects.Three hundreds and sixty-five students from class 1 to 4 in five-year clinical medicine major were selected as the experimental group.The virtual simulation experimental teaching platform was used to teach and the test of network examination platform was added.All 358 students from class 5 to 8 in five-year clinical medicine major were selected as control group.The specimen teaching mode and the paper examination mode were adopted.The teaching effect was evaluated by questionnaire survey of the experimental group student and examination results of the two groups.Results The test scores of students in the experimental group were higher than that in the control group (26.43±2.19 vs 26.06±2.39).The differences were statistically significant (all P<0.05).It was shown that 56.2% (205/365) of the experimental group thought that the teaching effect was good;68.5% (250/365) of the students thought that flexible teaching mode could better in capacity building for self-learning and for mobilization of enthusiasm of participating in learning;100.0% (365/365) of the students thought that digital teaching resources were conducive to resource sharing;It was also found that 92.9% (339/365) of the students believed that digital teaching resources were conducive to resource sharing.Students think that the self-test system based on virtual simulation experiment platform of morphology can understand their mastery of knowledge and learning effect.Conclusions The virtual simulation experimental teaching platform and examination platform can improve students' experimental examination results,help to cultivate students' autonomous learning ability,and are basically recognized by students. References | Related Articles | Metrics

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Retrospective analysis of inspection results of cardiopulmonary resuscitation of residents in a pediatric resident standardized training base Gu Yi, Wang Liping, Zhu Liping, Xue Lingyu, Li Zhe, Jiao Liping 2019, 39 (11):  876-879.  DOI: 10.3760/cma.j.issn.1673-677X.2019.11.018 Abstract ( 23 )   PDF (853KB) ( 13 )   Objective By analyzing the results of cardiopulmonary resuscitation(CPR)in clinical skills assessment of residents in Beijing Children's Hospital Affitiated to Capital Medical University who participated in standardized training from 2014 to 2018,the theoretical basis for optimizing the training program was provided.Methods The assessment results of CPR was carried out in 323 traineess in Beijing Children's Hospital from 2014 to 2018 as the research data,the assessment results were analyzed by retrospective analysis.Descriptive statistics,one-way ANOVA and two-way ANOVA were performed using SPSS 21.0 and Excel 2007 software.Results The average scores from 2014 to 2018 were 83.14,89.46,89.71,84.52 and 87.75 respectively,and there were significant differences (F=14.93,P<0.01);the average scores of the four groups were 86.93,85.91,89.01 and 89.47 respectively,and there were significant differences(F=4.87,P<0.01); the impact of assessment year (F=12.09,P<0.01) and the source of trainees (F=3.69,P=0.012) on the difference in performance score was statistically significant.Conclusions The standardized training base of pediatric resident should optimize the training program according to the training outcomes,increasing the training frequency of CPR appropriately,and impliment multi-level targeted training. References | Related Articles | Metrics

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Evaluation on objective structured clinical examination in residency standardized training graduation examination of internal medicine Zhou Yujie, Huang Ahong, Jiang Yan, Qiao Yu, Shen Shanmei, Shen Yan, Mao Kaikai, Yang Li 2019, 39 (11):  880-883.  DOI: 10.3760/cma.j.issn.1673-677X.2019.11.019 Abstract ( 29 )   PDF (905KB) ( 25 )   Objective To evaluate the validity and reliability of the Objective structured clinical examination in the final examination of the standardized training of medical residents in Jiangsu Province (referred to as standard training),and to provide reference for further formulation of standardized and scientific examination program.Methods The data analysis method was used.In September 2018,the Objective structured clinical examination scores of 1 713 medical residents in Nanjing Drum Tower Hospital of Jiangsu Province from 2013 to 2018 were selected as the research objects.The qualification rate,reliability,difficulty and discrimination of Objective structured clinical examination were analyzed and evaluated.Results The passing rate of residency standardized training graduation examination has enhancing persistently.Since 2014,the passing rate is maintained at 90%;The average Cronbach's α coefficient of resident examinations reached 0.667,the difficulty coefficient was between 0.832 and 0.892 and the discrimination was above 0.3.Conclusions From 2013 to 2018,Objective structured clinical examination in residency standardized training graduation examination in Jiangsu Provincehas high reliability,low difficulty and appropriate discrimination,and relatively reasonable in the examination site and content.It is necessary to strengthen targeted training for cites with low score and to promote the close integration of test content and training rules. References | Related Articles | Metrics

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Integration and transformation of classic medical textbook service medical education collaboration for training students Wu Jie, Zhang Hui, Yang Jin 2019, 39 (11):  884-887.  DOI: 10.3760/cma.j.issn.1673-677X.2019.11.020 Abstract ( 36 )   PDF (840KB) ( 21 )   People's Medical Publishing House (PMPH) actively practices innovation and explores the way of integration and development of traditional publishing and emerging publishing.Based on the project of revising the ninth round of the planning textbooks for five-year clinic medical students in national colleges and universities,it highlights the innovative features of “one service”,“two integrates”,and “three integration” on the basis of inheriting classics.PMPH makes full use of the dual advantages for new digital media technology and platform construction to shoulder the responsibility and mission of promoting the integration and transformation of classic medical textbook to facilitate and promote cooperation of medicine and education for training students in the new era. References | Related Articles | Metrics

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Global health education for medical students in the United States and its implications to China Hou Jianlin, Li Jiyun, Zhang Lei, Yu Chen, Wang Weimin 2019, 39 (11):  888-891.  DOI: 10.3760/cma.j.issn.1673-677X.2019.11.021 Abstract ( 54 )   PDF (809KB) ( 45 )   Accompanying the acceleration of globalization,American medical schools attach more importance to global health education.In this study,reviews of relevant literatures was conducted to summarize the formats,effects,and development measures of global health education for American medical students.According to the results,more and more American medical students participated in global health education through increasingly diversified formats.Many American medical schools established structured global health education curriculum.China should actively develop global health education in order to better meet demands for medical professionals in an era of globalization.In addition to strengthening the development of global health education courses,China’s medical schools should provide medical students with more opportunities to study under a circumstance that are different from the one that they are familiar with. References | Related Articles | Metrics

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A comparison of ophthalmic education in China and America Liu Ziyuan, Liu Mugen, Chang Robert, Huang Ping, Zhang Chun 2019, 39 (11):  892-896.  DOI: 10.3760/cma.j.issn.1673-677X.2019.11.022 Abstract ( 44 )   PDF (807KB) ( 24 )   Training qualified ophthalmic professional is crucial for the eye care system worldwide.Education of modern western Ophthalmology in China started late but develops rapidly.This review focused on the ophthalmic education in China and US,describing details of the programs and analyzing the differences.It may provide useful information based on experience from China and United States for practitioners of medical education and improve the present training designs. References | Related Articles | Metrics