Chinese Journal of Medical Education

Development characteristics and research frontier report of Chinese medical education research with an international view

Li Honghe, Song Xinzhi, Ding Ning, Wen Deliang

2019, 39 (5): 321-326. DOI: 10.3760/cma.j.issn.1673-677X.2019.05.001

Abstract ( 75 )

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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.

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A review research on problem-based learning in Chinese medicine colleges and universities based on bibliometrics

Xu Yun, Huang Fang, Jiang Xing, Wang Huimei, Tang Dapeng

2019, 39 (5): 327-332. DOI: 10.3760/cma.j.issn.1673-677X.2019.05.002

Abstract ( 34 )

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Objective Through statistical analyzing the papers about the researches on application of problem-based learning (PBL) in Chinese medicine colleges and universities to find the present situation and to provide reference for future research. Methods Retrieved literature according to the inclusion and exclusion criteria. And then, made a statistic assay of distribution of time, journals, publishing institutions, authors, citation information, funds projects and key words by a bibliometric analysis. Results The review covers 1 236 papers from 270 journals, 24 TCM Chinese medicine colleges and universities. The earliest literature was published in 1994. There were 45 core authors in 1 001 first authors and 1 352 high frequency key words.Co-authored rate was 79.8%. The cooperation degree was 3.42.The cited rate was 84.1%. Each paper was cited 4.72 times. H-index is 23. Conclusions Research on PBL teaching in Chinese medicine colleges and universities started quite early and developed rapidly in the recent ten years in China. The number of papers increased dramatically. Core authors and research teams gradually formed. The research content covers widely, but the contribution from different school is not balanced. The overall paper quality is not high, related research remains to be further strengthened.

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To construct critical care medicine physician team in the Tibet Autonomous Region with successive teaching methods and hierarchical training

Cai Xin, Cui Na, Pan Wenjun, Wu Wenming, Long Yun

2019, 39 (5): 333-336. DOI: 10.3760/cma.j.issn.1673-677X.2019.05.003

Abstract ( 25 )

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In order to achieve the goal of “group-style” medical aid for Tibet, it is essential to create a qualified local medical talent team. Since August 2015, Department of Critical Care Medicine of Peking Union Medical College Hospital (PUMCH) counterpart to aid the Department of Critical Care Medicine of Tibet Autonomous Region People's Hospital (TARPH). Several methods bsuch as successive teaching, hierarchical training and echelon planning were adopted to strengthen the construction of talent team. These teaching practices have laid a solid foundation for the construction of an echelon of critical care medicine talents in Tibet Autonomous Region.

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Situation and development opportunities of medical innovation education

Shang Qinglong, Li Yong, Song Yujia, Wang Hui, Zhong Zhaohua

2019, 39 (5): 337-340. DOI: 10.3760/cma.j.issn.1673-677X.2019.05.004

Abstract ( 73 )

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Strengthening the cultivation of medical students' the innovative ability and carrying out medical innovative education are the important problems in the cultivation of medical talents at present. It was analyzed the present situation and opportunity of medical innovation education, discussed the evaluation index of innovation ability, the integration with medical specialty education, and the present situation of resource input and the existing teaching system of innovation and entrepreneurship. Aiming at the existing problems and the practice of Harbin Medical University, in this paper, it was proposed the suggestions such as the positioning of medical innovation education, the establishment of the quantitative evaluation system, the advantage of the basic medicine, the reform of the innovation and entrepreneurship education system.

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A study on the relationship between procrastination and social media dependence in medical students

Cai Qinyi, Wang Daozhen, Lu Yaohong, Li Ping

2019, 39 (5): 341-344. DOI: 10.3760/cma.j.issn.1673-677X.2019.05.005

Abstract ( 62 )

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Objective To investigate the current situation of medical students' delays and social media dependence, and to explore the correlation between them. Methods From June to November 2018, medical students from the Clinical Medical College of Shanghai Jiaotong University were selected for questionnaire survey to explore their states of procrastination and social media dependency. Results After statistics analysis, among 166 medical students, 127 had procrastination, with a delay rate of 76.5%; 159 had social media dependence, with a dependency rate was 95.8%. Conclusions It is clear that medical students are protracted and social media dependence is serious. What's more, there is a significant positive correlation between medical students' procrastination behavior and social media dependence. In all, medical educators should pay attention to the status and try to intervene medical students' dependence on social media to alleviate some procrastination.

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A study on social responsibility and self-efficacy of medical students in a university in Xinjiang

Luo Yuanyuan, Li Siqi, Wang Jiawei, Wang Bingbing, Tao Ning, Jiang Hong, You Shuping

2019, 39 (5): 345-348. DOI: 10.3760/cma.j.issn.1673-677X.2019.05.006

Abstract ( 45 )

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Objective To understand the current situation of social responsibility and self-efficacy of medical students in a university in Xinjiang, explore the correlation between social responsibility and self-efficacy, to offers a reference for improving social responsibility of the medical students. Methods Hierarchical cluster sampling method is used to extract 981 medical undergraduate students in a medical university in Xinjiang, through the questionnaire survey to investigate the student's general situation, self-efficacy and social responsibility. Using Pearson correlation analysis to explore the relationship between the self-efficacy and social responsibility. Results The total score of social responsibility of medical students was (2.74±0.54). Among them, the score of patriotism is ( 2.91±0.11), political participation is (2.86±0.31), and the scores of collective idea is (2.33±0.54). The total score of self-efficacy was (2.53±0.18) points.There is a positive correlation between various dimensions of social responsibility and self-efficacy of medical students ,0.725≤r≤0.898, P<0.01. Conclusions The present situation of social responsibility and self-efficacy of medical students in a university in Xinjiang is optimistic.There is a positive correlation between self-efficacy andsocial responsibility. Medical education staff can strengthen medical ethics education, strengthen humanistic care and broaden education path to improve self-efficacy, thus enhance social responsibility and cultivate high-quality health talents.

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Application of case-based SNAPPS bedside teaching in pediatric teaching

Shao Xiaoli, Hu Jiani, Yao Yinping, Hong Tao

2019, 39 (5): 349-352. DOI: 10.3760/cma.j.issn.1673-677X.2019.05.007

Abstract ( 86 )

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Objective To explore the effect of SNAPPS ( summarize the case, narrow the differential, analyze the differential, probe the preceptor, plan management, and select an issue for self directed learning method ) in pediatrics teaching. Methods there were 67 students of grade 2013, five year medical education program in the Medical College, Shaoxing University who were randomly divided into experimental group (33 students) and control group (34 students). The experimental group adopted SNAPPS bedside teaching method, while the control group adopted traditional teaching method. After the teaching, the theoretical knowledge test and teaching effect were adopted. The method of questionnaire survey evaluates teaching effect and compares two groups of students' practice effect. Results The theoretical knowledge score of the experimental group(88.09±7.73)was superior than that of the control group(81.69±6.70), the difference was statistically significant(t=2.07,P<0.05). Self-learning ability, inquiry learning ability, analysis, communication, summary and expression ability, clinical thinking ability, benefiting future medical work and satisfaction with teaching methods in the experimental group were superior than that of the control group.(χ² were 4.70、13.39、11.15、9.36, 10.29、21.95 respectively, all P<0.05). Conclusions The teaching effect of SNAPPS bedside teaching method is better than that of traditional teaching method. It can improve students' learning interest, and improve the effect of pediatric clinical teaching.

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Application of problem-based learning combined with student as standardized patient in clinical practice ability training

Shi Hongtao, Liu Dajin, Duan Liqin, Guo Xiaojin, Chai Quanfang, Hou Xiaohong, Han Qinghua

2019, 39 (5): 353-356. DOI: 10.3760/cma.j.issn.1673-677X.2019.05.008

Abstract ( 41 )

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Objective To explore the teaching effect of problem-based learning (PBL) combined with students as standardized patients (SSP) in clinical skill training. Methods The total 183 students of five-year clinical medicine in Shanxi Medical University were selected as research subjects. A group of 62 students in class 1 was used as experimental group with PBL combined with SSP, A group of 60 students in class 2 was used as control group 1 with PBL, A group of 61 students in class 3 was used as control group 2 with lecture-based learning (LBL) according to their routine classes. The students in the three groups were evaluated on learning outcomes through theoretical and practical test scores and questionnaires. Results The scores of theoretical examination and practical operation in experimental group are (86.1±8.9) and (80.3±11.9); which in control group 1 are (81.7±8.7) and (75.7±10.4); which in control group 2 are (79.7±11.8) and (74.7±8.3).The scores of theoretical and practical examination in experimental group is significantly better than those of control group 1 and control group 2 (all P＜0.05). The teaching method combined with PBL and SSP can improve medical students' interest in learning and students' autonomous learning and students' clinical thinking ability and doctor-patient communication ability. The identification ratio of experinmental group are91.9%(57/62),91.9%(57/62),90.3%(56/62),88.7%(55/62); which in control group 1 are76.7%(46/60),78.3%(47/60),71.7%(43/60),53.3%(32/60); which in control group 2 are75.4%(46/61),73.8%(45/61),67.2%(41/61),50.8%(31/61). There was statistical difference (all P＜0.05). Conclusions Compared with LBL teaching method and PBL teaching method, the teaching method combining PBL with SSP can better improve students' clinical practice ability.

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Application of case-guided teaching in experimental Chinese medicine curriculum

Lu Wenli, Liang Chao, Fang Zhaoqin, Pan Zhiqiang, Liu Xiaomei, Jia Dongwei

2019, 39 (5): 357-361. DOI: 10.3760/cma.j.issn.1673-677X.2019.05.009

Abstract ( 21 )

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Objective To evaluate the application outcomes of the case-guided teaching in experimental Chinese medicine curriculum. Methods Totally 48 full-time seven-year medical graduates of Shanghai University of Traditional Chinese Medicine (TCM) participated in this curriculum reform. Case-guided teaching was adopted in experimental Chinese medicine curriculum, and a questionnaire survey on acceptability to this model and the specific case content was carried out at the end of the course. Results All students accepted this teaching model. Most of the students were impressed with 20 cases and believed that the cases was beneficial to the understanding of the knowledge point, helped students to understand ideas and methods of TCM experimental research, and enhanced their awareness of the importance of experimental research in TCM. Further investigations showed that the students were mostly impressed on artemisinin cases, paper tearing experiments in class and four diagnosis workstations. Focus on cases involving detailed experimental methods and techniques in future were expected. Conclusions Applying the case-guided teaching in experimental Chinese medicine ourriculum is universally accepted by students and the expected goal is achieved.

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The application of BOPPPS teaching model combined with CBL in teaching of the introduction to clinical medicine

Shen Xin, Yang Huimin, Wen Xueming, Gao Shangmin

2019, 39 (5): 362-366. DOI: 10.3760/cma.j.issn.1673-677X.2019.05.010

Abstract ( 101 )

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Objective To find the learning outcomes of application of a hybrid model of BOPPPS with CBL in “The Introduction to Clinical Medicine” for the medical laboratory technology specialty. Methods Sixty-eight undergraduate students from grade 2014 of the medical laboratory technology specialty in Hubei University of Chinese Medicine were randomly divided into experiment group and control group with 34 in each. The students in the experimental group use the teaching method based on BOPPPS mode in combination with CBL, and the students in the control group used traditional teaching methods. At the end of the course, the learning outcomes of students in the two groups was valued by questionnaire survey and examinations. Results The scores of students in the experimental group, including the total scores, the scores in the theoretical memorizing part and the scores in the clinical case analysis part, were significantly higher than those of the control group with statistical significance (all P<0.05). The results of the questionnaire survey showed that more students approved the new teaching method based on BOPPPS mode in combination with CBL, because it can be considered to be superior to the traditional teaching methods for the following aspects of “helping to improve the students' subjective initiative of learning”, “helping to deepen the students' understanding of theoretical knowledge and enhance the students' memory of theoretical knowledge” and “helping to improve the students' ability of clinical comprehensive analysis”, the differences were statistically significant (all P<0.05). Conclusions The hybrid teaching method based on BOPPPS mode plus CBL achieved better learning outcomes in the teaching of “The Introduction to Clinical Medicine” for the medical laboratory technology specialty. Especially, this new model contributes to enhancing the students' mastery of clinical theoretical knowledge and improving the students' ability of clinical comprehensive analysis, so this model is quite potential and needs continuous improvement during application.

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The common mistakes and recommendations in writing progress note

Li Chengyu, Li Xiaowei, Ye Ziguan, Xu Pusheng, Xu Miqing

2019, 39 (5): 367-370. DOI: 10.3760/cma.j.issn.1673-677X.2019.05.011

Abstract ( 78 )

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Writing progress note accurately has been challenging for new residents. The most frequently seen mistakes including lacks of analyzing, copying blindly, incomplete information recording, misinterpretation of instructions from supervisors and delayed recording. The causes of these mistakes varied. On one hand, there are subjective reasons that the residents underestimated its importance or lacking motivations to do it well. On the other hand, objective reasons are also common such as weak medical knowledge comprehension, lack of supervision and overburdened in work. To resolve these problems, there are some recommendations would be helpful, which are to educate for correct motivation, to encourage them to be diligent and inquisitive, to supervise them with more instructive advices and to reduce their workloads reasonably.

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Application of combined teaching method in the training of hypertensive disorder complicating pregnancy

Dong Wei, Zeng Yuan, Li Xiao

2019, 39 (5): 371-374. DOI: 10.3760/cma.j.issn.1673-677X.2019.05.012

Abstract ( 23 )

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Objective To explore the application of combined teaching method (combined with lecture-based learning, problem-based learning, case-based learning, team-based learning) in the training of hypertensive disorder complicating pregnancy. Methods Toally 113 clinical medical students who received clinical teaching in obstetrics and gynecology in the Second Hospital of Tianjin Medical University from 2013 to 2014 were selected as subjects. Fifty-six students enrolled in 2011 with combined teaching method were set as experimental group, 57 students enrolled in 2010 with lecture-based learning (LBL) were set as control group. The learning outcomes of the two groups were evaluated comprehensively by means oftheoretical assessment results and questionnaire survey of teaching satisfaction. Results The theoretical scores of the experimental group(12.35 ± 1.20) were better than that of the control group (12.12 ±1.33), There was no statistical difference between the two groups (P>0.05). The pre-class preview and discussion rate of the experimental group [71.4%(40/56) and 72.5%(29/40)] were significantly better than that of the control group [33.3%(19/57) and 0], There was statistical difference between the two groups (P<0.05). The scores of the students in the experimental group and the control group on the same teacher were (99.1±0.7) and (97.2±0.6). There was statistical difference (P<0.05). The peer ratings of the experimental group and the control group were 95.2 and 92.7 respectively. The teaching supervisor ratings were 96.9 and 92.5 respectively. Conclusions Combined teaching method is better than LBL in hypertensive disorder complicating pregnancy. Students, peers and teaching supervisors have higher evaluation. After gaining more teaching experience, it can be gradually popularized in other chapters of obstetric teaching.

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Use of the whole course management in ophthalmology standardized training of general practitioners

Zhao Tong, Gao Peng

2019, 39 (5): 375-378. DOI: 10.3760/cma.j.issn.1673-677X.2019.05.013

Abstract ( 49 )

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Objective To explore the feasibility and learning outcome of the whole course management teaching method in ophthalmology training of general practitioners (GPs). Methods From January to December 2018,a total of 34 GPs were trained in the ophthalmology department of the China-Japan Friendship Hospital. They participated in the whole course management. At the end of the training a written case report was required and questionnaire for all 34 GPs and 8 teachers was conducted. Statistical analysis of the results was performed. Results All 34 GPs completed the learning process. The average score of the final case report was 86.1±8.2. The group differences divided by gender [(84.9±9.9) vs (86.8±7.7),t=-0.67, P=0.507], educational background [(87.3±7.9) vs (85.5±8.4), t=0.594, P=0.557], education level [(85.7±8.9) vs (86.2±8.0), t=-1.63, P=0.871] and grade [(83.3±9.5) vs (86.0±7.4) vs (91.8±4.0), F=2.404,P=0.107] were not statistically significant. The survey showed that most of the GPs believed that the teaching arrangement was professional[100%(34/34)],the learning target was achieved [94.1%(32/34)],time schedule was reasonable [100%(34/34)]. Most of them considered that the whole course management method helped them improve the ability to communicate with patients [100%(34/34)], literature retrieval ability [97.1%(33/34)], deepened the understanding of the diseases [94.1%(32/34)], increased the interest of learning [94.1%(32/34)] and helped to cultivate clinical reasoning [100%(34/34)]. Conclusions The application of whole course management in the standardized training of ophthalmology for GPs is practical and feasible, and has achieved the expected results, which is worth further promotion.

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Exploration on the integrated medical teaching method of “industry-university-research-medical cooperation” for medical postgraduates

Yang Han, Yang Xiaoxiao, Xu Yuanjing, Cao Lan, Wan Keming, Wang Jinwu, Dai Kerong, Sun Hongwei

2019, 39 (5): 379-381. DOI: 10.3760/cma.j.issn.1673-677X.2019.05.014

Abstract ( 62 )

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This paper takes the “digital medicine and 3D printing technology” course as an example which is newly opened in School of Medicine, Shanghai Jiaotong University.This paper introduces the comprehensive teaching method of “industry-university-research-medical cooperation”. Starting with the innovation of teaching mode, this paper introduces the principle and the pathway of “industry-university-research-medical cooperation” module. This method can mobilize the subjective initiative of medical postgraduates, improve their participation, encourage them to carry out innovation and transformation, improve their scientific research ability and innovation ability. And this method is devoted to the cultivation of talents with global view and practice experiences.

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Analysis of the compliance status of the continuing medical education credits in area of Beijing

Wu Wanling, Wang Lixia, Fu Ningna, Jia Mingyan, Sun Ruihua, Xiao Chang, Guo Ruimin, Yu Kangda, Shen Qing, Hao Xiaodi, Wang Miyuan

2019, 39 (5): 382-386. DOI: 10.3760/cma.j.issn.1673-677X.2019.05.015

Abstract ( 39 )

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Objective To analyze the status quo of continuing medical education for health professionals in area of Beijing, and provide evidence for improving the policy and management mechanism of continuing medical education. Methods Data analysis method was used. the credit data of 194 033 health technicians in area of Beijing in 2015 was used as the research data, the scores of the credits of different professional titles and different professional health professionals were compared, the time distribution of the credits of health professional technicians and source distribution were acquired, and the reasons of different professional titles failed to meet the standard were further analyzed. Results Different titles in the region [primary 97.67% (119 022/121 860), intermediate 97.43% (50 890/52 234), deputy senior 96.49% (13 624/14 119), positive advanced 97.35% (5 666/5 820), χ²=75.12, P<0.01 ], different professions [Doctor 96.33% (73 753/76 562), pharmacist 97.92% (9 640/9 845), nurse 98.34% (89 887/91 407), technician 98.76% (7 554/7 649), inspector 97.97% (4 055/4 139), the other 97.34% (4 313/4 431), χ²=755.84, P<0.01] health technicians had statistically significant differences in the compliance rate, and the credit compliance rate showed a downward trend with the increase of the professional title series. The credit acquisition time is concentrated before the annual credit count deadline. The reason for the failure to meet the standards is that the total credits and the compulsory credits for all the staff are not up to the requirements. Conclusions The scores of health technicians in the region are generally good, but there are still absurd learning behaviors in the acquisition of credits. It is recommended to train managers at all levels in continuing education related documents and credits compliance policies, and strengthen the credits for health technicians, especially senior titles. Remind and supervise the standard, encourage independent learning and active learning, while maintaining and developing the proportion of continuing medical education credits.

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Practice and exploration of on-the-job training path for stroke specialist nurses under “medical alliance” model

Tang Na, Qin Ailing, Wang Feifan, Li Min

2019, 39 (5): 387-390. DOI: 10.3760/cma.j.issn.1673-677X.2019.05.016

Abstract ( 28 )

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Objective To explore the implementation of on-the-job training pathway for stroke specialist nurses under the medical alliance model and to evaluate the effectiveness of training. Methods The subjects of the study were 32 professional nurses in primary stroke center of the first People's Hospital of Yichang. We used the combination of network teaching and clinical practice to train management group of specialist nurses. Before and after the training, evaluated the professional capacity level of specialist nurses by theory examination and practicing examination. Results The qualification rate of stroke nurses' professional knowledge was increased from 37.5% (12/32) up to 100.0% (32/32), (χ²＝29.09, P<0.01), the qualified rate of the door-to-needle times raised to 86.2%(χ²＝4.23, P<0.05). Conclusions Implementing the on-the-job training path extends the professional knowledge of stroke nurses. Improving the qualification rate of DNT of the patient in medical alliance units, so more stroke victims benefit from early vascular re-canalization .

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Application of comprehensive geriatric assessment in the teaching of doctor-patient communication

Yang Xilan, Lu Xiang, Feng Meijiang, Qu Chen, Yu Zhen, Li Junhua, He Huiwei

2019, 39 (5): 391-396. DOI: 10.3760/cma.j.issn.1673-677X.2019.05.017

Abstract ( 29 )

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Objective To evaluate the application effect of comprehensive geriatric assessment in the teaching of doctor-patient communication. Methods Totally 187 clinical medical students of Grade 2013 Nanjing Medical University who were interned in the Second Affiliated Hospital of Nanjing Medical University from July 2017 to June 2018 were selected as subjects. The students were randomly divided into experimental group and the control group by simple random sampling methods. The experimental group joined in the comprehensive geriatric evaluation for the teaching of doctor-patient communication, while the control group was given traditional teaching. Before and after the internship, the communication abilities of the two groups of students were assessed. Results The evaluation results of doctor-patient communication ability from teachers showed that the experimental group had significantly higher scores in establishing the doctor-patient relationship [3(3,4) vs 2(1,3)], gathering information [4(4,4) vs 2(1,3)], giving information [4(3,4) vs 2(1,3)], undersanding patients [3(3,4) vs 2(2,3)] , and ending inquiry ability [3(3,4) vs 2(2,3)] before the training, and had significantly higher scores than those [3(2,4), 2(2,3), 3(2,4), 3(2,3), 3(2,3)] in the control group (all P<0.01). Patients or accompanying staff assessed that students in the experimental group had significantly higher scores in respect [4(4,4) vs 4(3,4)], inspiration interest [4(3,4) vs 3(3,4)], encouragement of questioning [4(3,4) vs 4(3,4)], easy-to-understand language [4(3,4) vs 3(3,4)] and total scores [22(21,23) vs 21(19,23)] than those in the control group(all P<0.01). Students self-evaluation showed that medical students in the experimental group had significantly higher scores in information transmission [4(3,4) vs 3(2,3)], emotional communication [4(3,4) vs 3(3,4)] and total score [14(14,15) vs 14(13,14)] than those in the control group (all P<0.01). Conclusions The application of comprehensive geriatric assessment could improve students' ability of doctor-patient communication and provide new ideas for optimizing the teaching reform of doctor-patient communication.

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Comparison of three evaluation methods in comprehensive experimental examination among nursing students(major field in emergency and intensive care)

Wang Hui, Zhao Peizhong, Xu Rui

2019, 39 (5): 397-400. DOI: 10.3760/cma.j.issn.1673-677X.2019.05.018

Abstract ( 20 )

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Objective To identify the differences of various evaluation methods for comprehensive experimental assessment of nursing students (major field in emergency and intensive care). Methods Fifty-five nursing students (major in emergency and intensive care) from Binzhou Medical College, Grade 2015 were enrolled by cluster sampling, The students' self evaluation, mutual evaluation and teacher evaluation were used to evaluate,and the results were compared with Tukey's multiple comparisons by one-way ANOVA, and the satisfaction was evaluated. Results The total scores of students' self evaluation, students' mutual evaluation and teachers' evaluation were(77.13±3.16、 80.05±3.66、 78.36±2.56) respectively.There were statistically significant differences among the total score of the three evaluation methods (F=3.452,P<0.05).In the comparison of students' self evaluation and teachers' evaluation, students' self score of critical thinking ability was (12.33±1.19), teachers' score was (13.76±1.68); students' score of scientific research ability was (9.82±0.96) and teachers' score was (10.73±1.38); the differences were statistically significant (all P<0.05). In the comparison of students' mutual evaluation and teachers' evaluation, students' mutual score of critical thinking ability was (12.69±1.07), teachers' score was (13.76±1.68); students' score of scientific research ability was (9.78±1.08) and teachers' score was (10.73±1.38); the differences were statistically significant (all P<0.05). In the comparison of students' self evaluation and mutual evaluation, students' self evaluation of interpersonal relationship ability was (8.38±0.65) and students' mutual evaluation was (8.12±0.86). The difference was statistically significant (P<0.05). The results of satisfaction questionnaire showed that 100%(55/55) students were very satisfied with the comprehensive experimental. Conclusions There are differences in different evaluation methods of comprehensive experiment for nursing students (major field in emergency and intensive care), but students can be evaluated from different angles, and make clear the direction of their efforts,which is in favor of the overall development of students.

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