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The application basis and research progress of entrustable professional activities Wen Deliang, Li Honghe, Ding Ning 2021, 41 (2):  99-103.  DOI: 10.3760/cma.j.cn115259-20200517-00765 Abstract ( 127 )   PDF (1174KB) ( 128 )   Significant progress has been made in competency-based medical education (CBME), but it still shows limitation in practical applications. In order to apply competency-based medical education into training and evaluation of clinical practice, entrustable professional activities (EPAs) came into being. This article introduces the definition and application basis of EPAs, explains the relationship between EPAs and competencies and milestones, illustrates the setting and evaluation of EPAs, and finally indicates future research trends. Therefore, the introduction of EPAs may provide a reference and new approach for the reformation of medical education in China. References | Related Articles | Metrics

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Establishment of the entrustable professional activities for the residents Qi Xin, Jin Zhe, Han Xiaoning, Zhang Hong, Li Yuan, Dong Aimei, Qi Jianguang, Lu Ye, Jiang Zhehan, Li Yan, Liu Jiashuai, Wang Ying, Li Haichao 2021, 41 (2):  104-108.  DOI: 10.3760/cma.j.cn115259-20201117-01599 Abstract ( 364 )   PDF (831KB) ( 380 )   Objective To establish the entrustable professional activities (EPAs) for residents.Methods Delphi method was used in this study. After 2 rounds of letter consultation and 1 round of consultation meeting in 2020, the EPAs were screened and optimized.Results Fifteen EPAs and their contents were established, and the entrustable level of each EPA at different stages was formulated.Conclusions The EPAs for the residents have been preliminarily established, which provide a simple and feasible method for assessing the residents' competency. References | Related Articles | Metrics

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Visual analysis and prospect of the application of evidence-based nursing concept in nursing education in China Li Qi, Ma Junwei, Zhao Yimei, Zhuo Yuqiao, Qin Shengmei, Geng Zhaohui 2021, 41 (2):  109-112.  DOI: 10.3760/cma.j.cn115259-20200512-00742 Abstract ( 137 )   PDF (944KB) ( 68 )   Objective Analyze the research status and focus of the evidence-based nursing concept in nursing education in China, and to provide references for the implementation and application of teaching.Methods This study uses quantitative analysis methods. With the CiteSpace software and data from CNKI, Wanfang and Weipu database as the retrieval sources, to present and analyze the research hotspots and development trends related to the concept of evidence-based nursing in nursing undergraduate education in China from 2000 to 2019.Results A total of 508 articles were collected, and data analysis showed that the number of articles published increased from 6 articles in 2003 up to 62 articles in 2019; the publishing institutions were concentrated in the cooperative units of various evidence-based medical research centers in China; the research focus was on clinical nursing education, PBL methods, capacity building of evaluation/critical thinking training, etc. Evidence-based teaching reforms show a trend of diversification and specialization.Conclusions The application of the concept of evidence-based nursing is on the rise in the field of nursing education in China, and students' ability to obtain and apply evidence should be improved in the future. References | Related Articles | Metrics

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Training outcomes comparision and promotion strategy of health service and management professionals in medical colleges and non-medical colleges Huang Yuncheng, Chao Jun, Yang Xi, Chen Yu 2021, 41 (2):  113-116.  DOI: 10.3760/cma.j.cn115259-20200607-00890 Abstract ( 82 )   PDF (845KB) ( 58 )   Objective To provide a basis and reference for further clarifying the development pathway and improving the quality of talent education by comparing the strengthens and weakness of training strategy for healthcare providers and management professionals in the medical and non-medical school.Methods In this study, the text analysis method was used to analyze 15 health service and management professional training programs, and the questionnaire survey method was used to investigate and analyze 223 first graduates.Results In terms of course hours setting, the professional basic course hours of non-medical colleges accounted for 21.8%(528/2 420) less than 32.7%(689/2 104) of medical colleges, while the public basic course hours accounted for 26.1%(631/2 420) and the professional course hours accounted for 38.1%(923/2 420)more than 23.6%(497/2 104) and 26. 9%(567/2 104) in medical colleges and universities. There was a significant difference between the two types of colleges and universities (P<0. 01); In terms of student satisfaction score, the scores of non-medical students were curriculum (2.61±0.88), pre-school perception (2.80±0.99), professional perception (2.82±0.90) and employment expectation (2.90±0.83), while the scores of medical students were curriculum (2.61±0.75) and pre-school perception (2.68±0.75) and employment expectation (2. 95±0.72),However, the scores of professional software and hardware of non-medical college students (3.01±0.90) and medical college students (3.08±0.81) were greater than 3, and there was no significant difference in the satisfaction scores of five aspects between the two kinds of college students (all P>0.05).Conclusions The two types of colleges have the same professional training objectives, with different emphasis on training requirements, employment direction and curriculum. According to the survey results, this study proposes to further improve the discipline construction system, strengthen enrollment publicity and increase employment channels. References | Related Articles | Metrics

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The design and implementation of the investigation on the cultivation and development of medical students in China Wu Hongbin, Xie A'na, Yu Chen, Wang Weimin 2021, 41 (2):  117-121.  DOI: 10.3760/cma.j.cn115259-20200328-00445 Abstract ( 199 )   PDF (907KB) ( 222 )   In order to strengthen the construction of medical education quality assurance system and to support the reformation and development of medical education in China, the National Center of Health Professions Education Development set up the research project named “Quality monitoring and evaluation of clinical medical education in China” in 2019. The first Survey of China's medical undergraduate, namely the China medical students survey (CMSS), was implemented in 2019. This paper describes the background of CMSS, the design rationale and the framework of CMSS questionnaire, and the implementation of the project. From the survey results, the 12 scales in the CMSS questionnaire have good reliability and validity. The CMSS results are helpful to present the cultivation and development of medical students in China, and the quality evaluation of clinical medical education in China. References | Related Articles | Metrics

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Survey analysis on clinical and scientific research abilities of eight-year clinical medicine program graduates from Peking University Health Science Center Fu Yao, Jiang Guanchao, Shi Shuxiao, Wang Jianliu 2021, 41 (2):  122-126.  DOI: 10.3760/cma.j.cn115259-20191225-01118 Abstract ( 131 )   PDF (829KB) ( 146 )   Objective To investigate the clinical and scientific research capacity of Eight-Year Program graduates of clinical medicine from Peking University Health Science Center and so to provide reference for the development and reform of eight-year clinical medicine program.Methods Questionnaires were distributed to 197 undergraduates from 2009 to 2016 Eight-Year Clinical Medicine Program graduates from Peking University Health Science Center to perform self-evaluation and peer evaluation for capacity in clinical performance, scientific research and their evaluation to school education.Results For self-evaluation on clinical ability, the scores for doctor-patient communication (3.97±0.67), operational skill (3.96±0.63) and self-learning capacity (3.96±0.63) ranked in the top three; and in peer evaluation, the scores for professional knowledge (4.48±0.66), operational ability (4.44±0.70), self-learning capacity (4.43±0.75) ranked in the top three. Totally 76.5%(114/149) of their peers regarded the scientific research ability of the eight-year program graduates is relatively or very well, and 70.1%(138/197) of the eight-year program graduates thought that the university education lacked innovation in scientific research cultivation.Conclusions The eight-year program undergraduates have good clinical ability and certain scientific research capacity. The survey also reflects the needs of undergraduates for extensive training for research capacity building. References | Related Articles | Metrics

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Analysis of college students' learning experience and learning preference in online flipped classroom teaching of physiology from the perspective of learner Xu Yangting, He Yuzhen, Dong Jianxiang, Deng Jing, Xiang Yang, Ji Ming, Luo Ziqiang 2021, 41 (2):  127-130.  DOI: 10.3760/cma.j.cn115259-20200524-00809 Abstract ( 122 )   PDF (855KB) ( 102 )   Objective To analyze the students' learning experience and preference in the online flipped classroom teaching of physiology to provide reference for the supply of online teaching resources and the design of teaching methods.Methods From March to April 2020, totally 147 undergraduates of five-year curriculum of clinical medicine in Xiangya School of Medicine were selected as the research objects. Two questionnaire surveys about students' learning experience and preference were conducted in the first and fifth week of physiology course. The data were analyzed by paired rank sum test and paired chi-square test.Results In the two surveys, students' satisfaction scores with the online flipped classroom teaching mode was 4(3,4) and 4(4,4) ,and likability scores were 4 (3, 4), the same student's satisfaction and liking degree in the second survey were higher than those in the first survey, and the differences were statistically significant (Z=-2.513,P=0.012;Z=-2.704,P=0.007). 56.4%(79/140) and 50.0%(70/140) of the students preferred 15min mini-video, while 43.6%(61/140) and 50.0%(70/140) students preferred 45min complete video, and there was no significant difference in the video preference of the same student in the two surveys(χ2=1.641,P=0.200). It was also found that 55.7%(78/140) and 60.0%(84/140) of students preferred live lectures, while 44.3%(62/140) and 40.0%(56/140) students preferred recorded lectures in the two surveys. There was no significant difference between the two surveys on the same student's preference for different teaching forms(χ2=0.500,P=0.480).Conclusions The students have a good learning experience of the online flipped classroom teaching model of physiology course, and have different learning preferences for different length of video, video and live-broadcast courses, this result suggests that the provision of online teaching resources and the design of teaching methods should meet the needs of different groups of students. References | Related Articles | Metrics

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Investigation and analysis of medical undergraduate students in Southwest Medical University on participation in scientific research training Li Fumin, Zheng Deyang, Yin Sili, Shen Hongchun, Yu Hailong 2021, 41 (2):  131-134.  DOI: 10.3760/cma.j.cn115259-20200618-00932 Abstract ( 104 )   PDF (841KB) ( 87 )   Objective To find the actual situation of participation of scientific research by undergraduates and to explore influencing factors in order to improving stuents' capacity building of scientific research.Methods A questionnaire was used to investigate the performance of research by medical undergraduates from Southwest Medical University grades ranging from 2015 to 2019, and to examine their participation.Results A total of 430 valid questionnaires were withdrawn,68.8%(296/430) of the students had not participated in any scientific research projects, and 59.7%(80/134)of the students had no experience of writing research papers.The influencing factors of hindering students' participating in scientific research projects are as follows: lack of supervisors[60.8%(180/296)], lack of enough energy [21.6%(64/ 296)], to avoid potential failure of publishing paper [14.5%(43/296)] and had no interest in research[3.1%(9/ 296)].Conclusions Only few students joined research projects.So it is necessary to initiate early education of science and research, to provide facilities like technology platform and supervision by research P.I and even resources from enterprise and other stakeholders and thus to support the capacity building of undergraduates in scientific research. References | Related Articles | Metrics

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Cultivating scientific research capacity of clinical medical graduate students in obstetrics and gynecology during the standardized training Zhang Qi, Qi Qianrong, Xie Qingzhen 2021, 41 (2):  135-138.  DOI: 10.3760/cma.j.cn115259-20200804-01155 Abstract ( 69 )   PDF (803KB) ( 71 )   The cultivation of clinical medical graduate students in gynecology and obstetrics has the characteristics of strong specialization and high requirement of clinical practice skills. Under the “dual track” training mode, it needs to invest a lot of time in clinical practice, and there are some problems, such as less time for scientific research and weak awareness of scientific research. Based on the importance of scientific research capacity, combined with the current situation of planning and training for clinical medical graduate students in gynecology and obstetrics, this study presented the current challenges existed in the standardized training of clinical medical graduate students in gynecology and obstetrics, and discussed the potential methods to improve the capacity building of scientific research including optimized training methods and reasonable adjustment of training schedule. References | Related Articles | Metrics

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Evaluation of PBL-based online teaching program Pu Dan, Zhang Rong, Pan Yan, Wu Liling, Zhang Yan, Wang Yun 2021, 41 (2):  139-142.  DOI: 10.3760/cma.j.cn115259-20200515-00763 Abstract ( 249 )   PDF (812KB) ( 236 )   Objective To analyze the implementation outcomes of “problem-based learning (PBL)” online teaching program, and to provide experiences for improving the quality of this learning pathway online.Methods From January to May of 2020, PBL center in School of Basic Medical Sciences, Peking University, developed “Video Conference system + Wechat learning group + online VPN library resource + PBL website” online teaching model. Totally 363 undergraduates including basic medicine (8-year program) and clinical medicine (8- and 5-year program) of Grade 2017 were involved in this study. The outcomes of online PBL were evaluated by questionnaire and feedback information from PBL website during the course. Descriptive statistics and Chi-square test were used for data analysis.Results The majority of students (90.9%) rank the feedback as “very good” or “okay” to the function of network. The recognization of four different roles in PBL played by student chairman, recorder, group members and tutor, were respectively 83.6% (239/286), 92.0% (263/286), 64.0% (183/286) and 87.1% (249/286). 76.9% (220/286) of the students were satisfied with the effect of the discussion. On the feedback of students on the learning effect of PBL online and offline teaching, no significant difference was observed between onsite and online PBL as to the following two question, “improvement to PBL interesting” [81.4%(763/937)vs. 83.0%(1 698/2 047)] and “the improvement of abilities of information research and critical reading” [87.8%(823/937)vs. 89.8%(1 839/2 047)]. But the feedback on “ understanding the goals of tutorial and apply the mechanisms to develop and use clinical scenario” [85.4%(800/937)vs. 90.4%(1 852/2 047)], online PBL was significant different from onsite PBL (P＜0.01).Conclusions The network environment well supports the implementation of PBL online teaching scheme. The students have a high degree of recognition to the recorder and supervisor of PBL online discussion. The online learning effect is non-inferior to offline learning effect. This teaching program may provide a model in current PBL blended teaching pathways. References | Related Articles | Metrics

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A flipped classroom-based online teaching in human anatomy Yang Huike, Li Xuemei, Xu Fengyan, Liu Baoquan, Zhang Yafang 2021, 41 (2):  143-146.  DOI: 10.3760/cma.j.cn115259-20200425-00639 Abstract ( 169 )   PDF (803KB) ( 153 )   The flipped classroom-based online teaching mode is characterized by flexible learning in terms of time and location, aiming at students' capacity building to solve problems independently through optimization of learning outcomes. taking the teaching of thoracic anatomy as an example it describes the teaching design and implementation of an online teaching model based on the flipped classroom in the human anatomy. The results of test showed that 98.0% (96/98) of the students passed the course examination. In addition, 85.7% (84/98) of the students thought that they have improved their self-learning capacity, and 93.9% (92/98) of the students were satisfied with the curriculum by the questionnaire survey. References | Related Articles | Metrics

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The exploration of humanities education in online anatomy teaching for international medical students Liu Huidong, Zhang Yafang, Xu Fengyan, Wang Geng, Kong Jian 2021, 41 (2):  147-150.  DOI: 10.3760/cma.j.cn115259-20200427-00650 Abstract ( 67 )   PDF (833KB) ( 53 )   In order to achieve the goal of education through remodeling of teaching method as response to the weakness of humanities education in the anatomy teaching for international students, and to online education as a routine pedagogy, problem-based learning (PBL) was introduced into anatomy teaching based on online teaching platform. The integration of anatomy and humanistic education was initiated as a pilot project. This paper reported the anatomy teaching mode for international students, which takes PBL teaching as the carrier. And the paper approached to the anatomy teaching supported by comprehensive quality education of clinical skills, scientific spirit, professional spirit and humanistic quality and laid a foundation for training of high-quality international medical students. References | Related Articles | Metrics

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Development status of intelligent experimental teaching in stomatology Li Bin, He Zihan, Yang Yang, Deng Jiuhong, Chen Yiyin, Ren Qian, Zheng Qinghua 2021, 41 (2):  151-154.  DOI: 10.3760/cma.j.cn115259-20200507-00702 Abstract ( 122 )   PDF (848KB) ( 85 )   With the increasingly wide utilization of intelligent teaching in medical education,the application of digital technology, medical Roberts, virtual reality and teaching evaluation systems in the field of pre-clinical dentistry has also risen year by year. This article reviewed the current status of intelligent teaching in pre-clinical dentistry in China and abroad and to prospect its future development. References | Related Articles | Metrics

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Application of preview and interaction based on Rain Classroom for students learning speech and language therapy Zhou Fenghua, Gao Minxing, Wang Xin, Liu Xueyong 2021, 41 (2):  155-158.  DOI: 10.3760/cma.j.cn115259-20200306-00270 Abstract ( 90 )   PDF (850KB) ( 79 )   Objective To explore the effect of preview and interaction based on Rain Classroom in the course of speech and language therapy.Methods Factor analysis was used in the study. From September to December 2019, fifty-five four-year program students majoring in rehabilitation therapy from grade 2017 in China Medical University were selected. In the course of speech therapy, the Rain Classroom method was used for pre-class preparation and classroom interaction. The final score was used to evaluate teaching effect. The influence of pre-class preview and classroom interaction on the final score was analyzed by chi-square test and logistic analysis.Results Students whose preview pages of courseware and the preview test score were excellent have a higher rate of outstanding final scores[71.4%(20/28),70.0%(21/29)]than those preview pages of courseware and preview test scores were good[28.6%(8/28),30.0%(9/30)],The differences were statistically significant(all P<0.01). There was no statistically significant in the rate of excellent students [58.3%(14/24),41.7%(10/24)] with different grades of thinking questions in class interaction (P=0.28). So the number of pages of previewed courseware [OR (95%CI) =4.76(1.21-18.64), P=0.03] and the previewed test score [OR (95%CI) =6.46(1.32-31.72), P=0.02] are main factors to influence the final test score.Conclusions Pre-class preview based on Rain Classroom improves the final score and has a positive impact on the learning outcome of speech and language therapy course. The application effect of rain classroom-based interaction needs to be further explored. References | Related Articles | Metrics

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Evaluation on the effect of transitional bilingual teaching mode used in medical nursing Zhao Bolun, Ge Wei, Zhou Xiaohua, Huo Miao 2021, 41 (2):  159-162.  DOI: 10.3760/cma.j.cn115259-20200514-00750 Abstract ( 75 )   PDF (807KB) ( 176 )   Objective To evaluate the effect of transitional bilingual teaching mode for medical nursing.Methods The following three autumn semesters from 2017,139 nursing students in the third grade were selected as the project objects. A three-stage transitional bilingual teaching mode for medical nursing was designed; the professional English translation examination, questionnaire survey, informal communication, face-to-face interview, and Dundee Ready Educational Environment Measure (DREEM) scale were used to evaluate the teaching effects.Results The score of the test for English case translation before bilingual teaching was [45 (30,60)], which was lower than [70 (50,90)] that after bilingual teaching (P<0.01). Totally 73.4% (102/139) of the students hold a positive attitude towards bilingual teaching. Still, some students also reflected that English professional vocabulary was more complex, which impacted the learning and understanding of professional knowledge. The results of “students' perception of learning” assessment showed that students gave positive feedback in most items, such as strong teaching pertinence [79.7% (102/128)], matching of teaching to students’ needs[81.3% (104/128)].Conclusions The transitional bilingual teaching mode is a suitable teaching method for medical nursing. But it still needs continuous optimization in curriculum designation for better implementation. References | Related Articles | Metrics

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Application of safe injection training program based on theory of planned behavior in nursing students Xu Jie, Lu Guizhi, Cui Dan, Wang Qiushuang, Gao Yani, Li Lei 2021, 41 (2):  163-166.  DOI: 10.3760/cma.j.cn115259-20200219-00159 Abstract ( 119 )   PDF (855KB) ( 74 )   Objective To explore the impact of training program based on the Theory of planned behavior (TPB) on nursing undergraduates' knowledge, attitude and practice (KAP) of safe injection.Methods Totally 80 students from the nursing students in internship from a medical university were selected in 2018, and the students were randomly assigned as the experimental group (n=41) and the control group (n=39). The experimental group was administered a TPB-based safe injection behavior training program on the basis of conventional safe injection education;the control group received conventional safe injection education, including the pre-job training and guidance from the clinical teachers. The scores of knowledge, attitude and practice of safe injection from both groups were compared through KAP questionnaire of safe injection in nursing students before and after the training (1 month and 3 months). Two teachers used the observation table of safe injection to score the students' behavior.Results After the training (1 month and 3 months), the self-evaluation total score and the observation score of aseptic operation andpreventing sharp instrument injuryin the experimental groupwere all higher than those in the control group. In 1 month after the training, the self-evaluation total score of the experimental group and the control group were [(208.34±17.43) vs. (194.18±11.83), P<0.01], the observation total scores of the experimental group and the control group were [(15.20±1.21) vs. (12.03±1.66), P<0.01]. In 3 month after the training, the self-evaluation total score of the experimental group and the control group were [ (204.61±13.52) vs. (194.10±8.18), P<0.01], the observation total scores of the experimental group and the control group were [(13.61±1.14) vs. (12.46±1.10), P<0.01].Conclusions TPB-based safe injection training program can improve nursing students' knowledge, attitude and practice. References | Related Articles | Metrics

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The difficulties and countermeasures of the training of ultrasound-guided regional anesthesia Yan Qi, Ma Xiaoran, Huo Fei, Feng Yi, An Haiyan 2021, 41 (2):  167-170.  DOI: 10.3760/cma.j.cn115259-20200508-00717 Abstract ( 138 )   PDF (814KB) ( 101 )   Ultrasound-guided regional anesthesia (UGRA) skills should be well-mastered in standardized resident training. The operation of UGRA is difficult to master and with high standards. There is no standardized course for UGRA at present. There are some weaknesses in UGRA teaching, such as poor coordination between eyes and hands, difficulty in mastering related anatomical structures and lack of interest in learning. This paper analyzed the characteristics of UGRA teaching in the Department of Anesthesiology, Peking University People's Hospital, and summarized the corresponding teaching strategies, such as extensive application of simulation technology in training process and strengthening of training on deliberate practice. These measures had achieved good outcomes. References | Related Articles | Metrics

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Application of objective structured clinical examination in standardized training of ultrasound residents Wu Xining, Zhang Yixiu, Wang Yahong, Ouyang Yunshu, Meng Hua, Li Jianchu 2021, 41 (2):  171-174.  DOI: 10.3760/cma.j.cn115259-20200612-00912 Abstract ( 60 )   PDF (849KB) ( 55 )   Ultrasound medicine has become an independent training specialty, which is conducive to the training of residents with standardized and homogeneous outcomes. The Department of Ultrasound of Peking Union Medical College Hospital had applied Objective structured clinical examinations to the assessment during the standardized training of residents. This article summarized the characteristics of the examination modification, and put forward some suggestions such as increasing the examination station for other medical imaging cases, improving the medical humanities examination method, refining the scoring index, and improving the multi-dimensional feedback after the examination, so as to establish an effective, comprehensive, accurate and fair evaluation mode and to optimize the training management and training outcomes, and enhance the competence of ultrasound trainers' team. References | Related Articles | Metrics

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Application of formative evaluation based on Python programming in the cultivation of clinical thinking ability of residents in neurosurgery department Guo Hongbin, Wang Zhengyang, Wan Yingfeng, Li Xinwei, Wang Yirong 2021, 41 (2):  175-178.  DOI: 10.3760/cma.j.cn115259-20200708-01030 Abstract ( 120 )   PDF (809KB) ( 70 )   Objective To explore the role of formative evaluation based on Python Programming in improving the clinical reasoning by residents in neurosurgery department.Methods Totally 116 residents trained in neurosurgery department of Sir Run Run Shaw Hospital Affiliated to Zhejiang University were randomly divided into test group (n=49) and control group (n=67). The residents in the control group were trained with the conventional pathway and while the residents in the Python group received formative assessment once a week in addition to the conventional training. Python programming was used in Python group to quickly make examination questions. At the end of the training, the students will join a final exam and their evaluation of teaching will be collected.Results The scores of theory and skill in the experimental group were significantly higher than those in the control group [(89.94±5.43) vs. (84.82±5.73), (80.18±7.23) vs. (73.67±7.48), P<0.01]. In the interview, 61.2% (30/49) of the experimental group students said that the formative evaluation based on python programming was very helpful to improve their capacity of clinical reasoning.Conclusions The formative assessment based on Python programming can improve the clinical reasoning by residents. This method can be implemented quickly and more frequently as a supplement for the formative assessment of mini-CEX and DOPS. References | Related Articles | Metrics

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The application of a multi-module digital practice teaching and assessment platform in medical imaging anatomy Jiang Lin, Lyu Jisheng, Zhang Xuejun 2021, 41 (2):  179-182.  DOI: 10.3760/cma.j.cn115259-20200612-00909 Abstract ( 67 )   PDF (810KB) ( 65 )   Objective To report the application of a practice teaching and assessment platform in the education of medical imaging anatomy with a multi-module and digital technology.Methods Experimental control method was used in this study. A total of 91 undergraduates of medical imaging and medical imaging technology in grade 2017 were selected as the experimental group and 90 undergraduates of medical imaging and medical imaging technology in grade 2016 were selected as the control group. The experimental group was educated with a platform (containing the digital theory teaching, practice teaching, ‘cloud’ classroom and assessment modules), while the control group used traditional teaching methods. Students' examination scores of theory, practice and routine performance were compared. and subjective satisfaction to the course by students were evaluated.Results Examination scores of theory course[undergraduates of medical imaging (80.36±8.43), undergraduates of medical imaging technology (79.10±7.91)], practice course [undergraduates of medical imaging (79.18±8.26), undergraduates of medical imaging technology (80.31±8.32)] and routine performance[undergraduates of medical imaging (83.77±5.38), undergraduates of medical imaging technology (84.41±5.85)] of the experimental group were significantly higher as, compared to the control group[undergraduates of medical imaging (77.19±7.55), (75.18±6.71), (81.75±5.57),undergraduates of medical imaging technology (74.17±9.27), (74.03±6.81), (80.73±5.50), all P<0.05]. Satisfaction rate to the course in experimental group significantly higher than that of the control group, medical imaging [(82.11±4.09)vs.(78.98±1.96)], medical imaging technology[(84.31±2.35)vs.(79.17±3.16)], all P<0.05.Conclusions The multi-module digital medical imaging anatomy practice teaching and assessment platform is helpful to cultivate students' medical imaging pattern of thought, and to develop a comprehensive capacity of medical imaging and to evaluate the learning outcomes comprehensively, so this plateform and technology package concerned have a broad application prospect. References | Related Articles | Metrics

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Health system science education in the United States and its reflections Wang Juan, Lyu Lixia, Chen Haohong, Cao Jinfeng, Wei Chunlan, Yang Wenzhuo, Zheng Jialin 2021, 41 (2):  183-187.  DOI: 10.3760/cma.j.cn115259-20200515-00756 Abstract ( 99 )   PDF (1130KB) ( 111 )   Health system science (HSS) is a science that studies how the health system provides health care for patients, how patients receive and obtain health care, and how health systems promote health. As one of the core innovations of the American Medical Association (AMA) recently, health system science has been implemented in the American medical education since 2013. As the third pillar of medical education, HSS plays an important role in patient and population health and care by cooperating and complementing with basic medicine and clinical medicine. This paper introduces the emergence, knowledge domains and development of HSS in American medical education. Furthermore, combined with the current situation of medical education in China, some ideas and suggestions for developing HSS in Chinese medical schools will be put forward. References | Related Articles | Metrics