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01 May 2021, Volume 41 Issue 5 Previous Issue    Next Issue

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The impact from pandemic of COVID-19 on medical specialist training in critical care medicine Wang Guangjie, Zhao Huiying, Zeng Qingqi, Lyu Jie, An Youzhong 2021, 41 (5):  385-389.  DOI: 10.3760/cma.j.cn115259-20200723-01107 Abstract ( 162 )   PDF (816KB) ( 123 )   The COVID-19 outbreak leading to a severe shortage of doctors in critical care medicine has seriously affected the world health system. Although China's critical care physicians have undertaken an important role in the process of fighting against the pandemic, there are still some problems in the training of critical care medicine talents, such as the lack of standardized training platform of critical care medicine, and standardized training program, mono-pathway of training ,and less preparation to respond to for public health emergencies. Based on the treatment experience during the pandemic, the training of specialists in critical care medicine should be strengthened in the following aspects :(1) conduct standardized resident training in critical care medicine as a back-up procedure to support following specialist training ; (2) standardize the training program and strengthen the integration of, theory and clinical practice, and to improve the comprehensive quality of residents; (3) expand the content of specialist training in critical care medicine; (4) strengthen the routine construction of “critical care medical reserves”. These efforts will help the organization of specialist team with sense of social responsibility. It is of great significance for the long-term development of critical care medicine, so support current medical system to effectively respond to public health emergencies, and for improving the capacity to treat critical ill patients. References | Related Articles | Metrics

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The application and prospect of modern educational technology in medical education Wu Jing, Zhu Yaxin, Qu Bo 2021, 41 (5):  390-393.  DOI: 10.3760/cma.j.cn115259-20201012-01450 Abstract ( 320 )   PDF (842KB) ( 234 )   With the rapid development of information technology and internet, medical education has ushered in the era of digitalization, networking and intelligentization. Understanding the theoretical basis and development process of modern educational technology is helpful to promote the renewal of educational content, the modernization of teaching means and methods, and comprehensively improve the quality of medical education and teaching. From the use of media technology to the combination of teaching theory and educational technology, the theories, ideas and technical means involved in modern educational technology are constantly developing; at the same time, the application of multimedia, learning platform, mobile devices, 3D printing, artificial intelligence and other applications in medical education are also attracting more and more attention. Educational technology at a new stage of development urgently needs new educational theories to be combined with it, and gradually form a brand-new medical education teaching paradigm, in order to fundamentally improve the effect of medical education teaching. References | Related Articles | Metrics

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Practice and effect analysis of online course for ophthalmology teaching in eight-year program medical students Ao Mingxin, Hong Jing, Sun Yanxiu, He Xuan, Lu Yao, Chen Yueguo 2021, 41 (5):  394-398.  DOI: 10.3760/cma.j.cn115259-20201010-01438 Abstract ( 135 )   PDF (856KB) ( 92 )   Objective To investigate the efficiency and potential improvement of online course for ophthalmology in eight-year program medical students. Methods Totally 27 students enrolled in 2016 (experimental group) and 38 students enrolled in 2015 (control group) who studied ophthalmology course in Peking University Third Hospital in 2019 and 2020 were recruited as the participants.The experimental group adopted the teaching model of online course, the control group adopted the traditional teaching model. At the end of study, all students were tested by theoretical examination designed with the same rule. The general scoring rate and scoring rate in each teaching section, including anatomy of ophthalmology, disease of anterior segment, disease of posterior segment and optometry was calculated. Correlation between actual study time-teaching video ratio and scoring rate in each teaching section was analyzed. A questionnaire about the demands of online course on teaching organization ability, problems in lesson preparation, problems in the process of teaching and potential improvements in teaching ability was applied to the 29 teachers. Results Compared with the control group, the general scoring rate [ (76.2±8.0)% vs. (70.0±10.7)%,P=0.015], scoring rate in section of disease of anterior segment [ (79.2±14.2)% vs. (71.0±13.9)%,P=0.024], disease of posterior segment [ (92.7±11.8)% vs. (52.0±15.9)%,P＜0.01] and optometry [ (88.1±7.2)% vs. (79.2±13.4)%,P=0.001] was superior in the experimental group. However, the scoring rate in section of anatomy [ (37.0±17.6)% vs. (77.7±15.6)%,P＜0.01] was inferior in the experimental group. The correlation between actual study time-teaching video ratio and scoring rate in the teaching section of optometry was statistically significant (r=0.467,P=0.016). The questionnaire indicated that the teaching model of online course addressed higher requirements to teaching organization ability, lesson preparation and classroom interaction. Conclusions Online course was of practical value in ophthalmology teaching. Attentions should be paid to improvements of strategy in online course of anatomy and elevation of teaching ability. References | Related Articles | Metrics

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Progress in the application of serious games in medical education Wang Yue, Wang Zhao, Wang Zhangyi, Pang Xiaoli 2021, 41 (5):  399-402.  DOI: 10.3760/cma.j.cn115259-20201106-01548 Abstract ( 195 )   PDF (809KB) ( 169 )   Serious game with medical theoretical knowledge and skills as its content is a new field of medical education. In the era of "Internet +", serious game shows strong vitality and unprecedented application prospects and it may become an important method for medical students and medical professionals to learn theory and master clinical skills. Starting from the concept and development of serious games, this paper reviews the current application status of serious games in the field of medical education, and analyzes the existing problems in its development, aiming to provide a reference for further research of serious games in the field of medical education. References | Related Articles | Metrics

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Application of virtual reality technology in clinical teaching for cardiovascular diseases Ma Teng, Zhang Meijing, Han Yalei, Zhang Meng 2021, 41 (5):  403-406.  DOI: 10.3760/cma.j.cn115259-20201010-01443 Abstract ( 107 )   PDF (795KB) ( 81 )   Objective To explore the effect of virtual reality technology in teaching cardiovascular diseases. Methods This study uses an experimental control method. From July 2018 to September 2019, forty students of grade 2014 and grade 2015 in the Department of medicine of Peking University who were taught circulatory diseases of internal medicine were randomly divided into two groups with 20 students in each. The experimental group was taught by virtual reality technology, and the control group was taught by traditional teaching method. After the end of teaching ,questionnaire survey and systematic knowledge examination were used to evaluate the effect of different teaching methods. Results The experimental group was more interested in the new teaching method and more active in learning than the students in the control group. The students in experimental group believed that virtual reality technology did help them to understand knowledge, and build capacity to solve clinical problems, [(4.15 ± 0.67) vs. (3.40 ± 1.09), (3.85 ± 0.74) vs. (2.90 ± 0.97), (3.85 ± 0.75) vs. (3.25 ± 1.07)]. The difference between two groups was significant (all P<0.05).The scores of the knowledge test in the experimental group were higher than those in the control group[(85.65 ± 6.11) vs. (80.05 ± 9.08)], and the difference was statistically significant (P<0.05). Conclusions The virtual reality technology can stimulate students' learning interest for circulatory diseases, and foster clinical reasoning, and improve teaching quality. References | Related Articles | Metrics

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Application of the flipped classroom teaching mode based on small private online course on laboratory test of clinical hematology DengCong, Deng Xiaoyan, Lin Meishuang, Zhou Qiang 2021, 41 (5):  407-411.  DOI: 10.3760/cma.j.cn115259-20200803-01147 Abstract ( 164 )   PDF (843KB) ( 133 )   The flipped classroom teaching mode based on small private online course (SPOC) combines the advantages of online and offline learning, and is widely used in medical education. This research took the course of clinical hematology for undergraduates in four-year program of clinical laboratory technology from Guangzhou Medical University as an example to use a SPOC based flipped classroom teaching mode. The teaching effect was evaluated by examination test, questionnaire survey and interviews by teachers and students. The examination results showed that 15.4% (17/113) of the students gained excellent scores (≥90 points) and 92.9% (105/113) of the students passed the examination (≥60 points).There are 79.6% (90/113) gained experimental scores over 18 points (out of 20 points).Totally 72.1% (70/97) of the students believed that this teaching mode enhanced their capacity of self-regulated learning and 90.7%(88/97) of the students were satisfied with the case-oriented module with integrated teaching mode in the experimental course. In addition, 32 students (40 in total) and 10 teachers (12 in total) believed that the teaching effectiveness of flipped classroom teaching mode based on SPOC was better than that of the traditional learning. Eight teachers believed that this teaching mode was a great challenge to their arrangement and organization abilities in class. The flipped classroom teaching mode based on SPOC demonstrates a good effectiveness, which improves students' capacity of self-regulated learning and of resolving clinical problems. However, this teaching pathway needs strong capacity of teachers with both knowledge and skills to run in clinical training of undergraduates. References | Related Articles | Metrics

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The effect of a clinical teaching method in neurosurgery with 3D-Slicer software Hong Wenyao, Liu Yuqing, Chen Zhongyi, Liao Zhengjian, Liu Li, Huang Shengyue 2021, 41 (5):  412-415.  DOI: 10.3760/cma.j.cn115259-20200825-01248 Abstract ( 134 )   PDF (798KB) ( 76 )   Objective To study the training outcome of a clinical teaching method based on 3D-Slicer software in neurosurgery. Methods Totally 40 participants were enrolled from 2019 October to 2020 June, who joined in resident training programme in 2019 at Provincial Clinical College of Fujian Medical University. Trainees were divided into the test group and the control group. The clinical teaching method based on 3D-Slicer software was only performed in the test group. The theory exam and questionnaire survey were implemented and the results were compared. Results The test results of the test group were significantly higher than the control group [(79.90±6.25) vs. (73.35±8.35), P <0.01]. The results of questionnaire showed that there were significant differences in grading the flexibility of teaching method[(3.65±0.67) vs. (3.00±0.56)], learning efficiency[(3.45±0.60) vs. (2.90±0.55)], neural system positioning diagnosis[(4.00±0.32) vs. (3.60±0.50)] and understanding of surgical plan[(3.55±0.60) vs. (3.00±0.65)], all P <0.05. Conclusions During resident training in neurosurgery, the teaching method based on 3D-Slicer software is helpful to improve the learning efficiency of trainees and enhance the effect of clinical teaching. References | Related Articles | Metrics

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The integration of SPOC and “rain classroom” in the teaching design of pathophysiology Luo Yali, Li Nenglian, Fang Ling, Zhang Qiuju 2021, 41 (5):  416-420.  DOI: 10.3760/cma.j.cn115259-20201112-01572 Abstract ( 114 )   PDF (1116KB) ( 109 )   In order to meet the needs of professional development and course construction of patho-physiology, traditional teaching methods must integrated with modern information technology to support education development and improve learning outcomes. Through a baseline survey of current situation of education of our school, the teaching team extensively used asynchronous SPOC and rain classroom teaching software, and applied in a dual-platform integration of pathophysiology and thus constructed an intelligent classroom, which consisted of online and offline teaching with a real-time surveillance and was able to evaluate the learning outcomes in “before-during-after class”. This technology has been proved well function to change education mode including training of reasoning and filled the gap of professional needs and current classic teaching pathway. This remodeling of education strategy supported education development through realization of accurate and highly qualified teaching. References | Related Articles | Metrics

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The application of online resource-sharing technology in the teaching of diagnostics Li Yuxian, Zhou Zhenfang, Chen Yuefu, Luo Qiong, Liu Liya, Jin Ling, Hu Ke, Huang Minjiang, Yan Qing 2021, 41 (5):  421-424.  DOI: 10.3760/cma.j.cn115259-20201117-01600 Abstract ( 70 )   PDF (796KB) ( 52 )   Objective To evaluate the effect of teaching method based on online resource-sharing mechanism in diagnostic teaching. Methods From September, 2019 to July, 2020, totally 720 students of 5-year curriculum of clinical medicine enrolled in 2017 in Hunan University of Medicine were selected and divided into experimental group and control group with 360 students in each. In the teaching of diagnostics, off-line teaching combined with online resource-sharing approach was adopted in the experimental group, while off-line traditional teaching approach was adopted in the control group. At the end of the teaching, theoretical examination method was used to compare the results of the two groups , and the questionnaire survey was used to investigate the experimental group students' evaluation on the effect of online resource-sharing method. Results Both midterm and final test scores of the experimental group [(83.25±5.72) and (85.14±7.65)] were significantly higher than those of the control group [(78.02±5.39) and (77.36±7.45)](all P<0.01). The results of the questionnaire survey showed that 85.0%(306/360) of the students in the experimental group believed that the network resource-sharing method in teaching of diagnostics greatly improved their autonomic learning capacity. Conclusions The teaching approaches of online resource sharing diagnostic course improves the learning outcomes and autonomic learning attitude of students. References | Related Articles | Metrics

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Discussion on the essential quality requirements for medical students in the era of globalization Lu Man, Zheng Zhijie 2021, 41 (5):  425-428.  DOI: 10.3760/cma.j.cn115259-20201026-01514 Abstract ( 196 )   PDF (831KB) ( 145 )   Globalization has changed the health determinants and medical services worldwide, hereby updating the requirements for medical students has caught the attention of governments, institutions and scholars. The concept of global competence focuses on the capacity of globalized thinking for problems solving, and covers the requirements of “international understanding education” “trans-cultural communication” “international views” proposed in China, while global health education trains students about the health equality in the whole world. It is of great significances for improving the quality of medical education based on the essential quality requirements in terms of matching the goal of globalization. References | Related Articles | Metrics

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The construction and practical exploration of the training system for capacity building of innovative biomedical scientists Wang Hao, Su Yi, Sun Xueqing, Wu Yujie, Hou Li'na, Niu Xiaoyin, Guo Xiaokui 2021, 41 (5):  429-432.  DOI: 10.3760/cma.j.cn115259-20201111-01566 Abstract ( 117 )   PDF (835KB) ( 91 )   The cultivation of top-notch innovative talents in biomedical science is one of the urgent needs of healthy China project and innovation-driven development strategies. Since 2016, Shanghai Jiao Tong University School of Medicine has constructed and implemented an new training system for capacity building of top-notch talents by scientifically matching and highly integrating the elements of "first-class university, first-class discipline, first-class students, first-class faculty, first-class curriculum, and first-class scientific innovation platform", which has achieved fruitful outcomes and replicable experiences for promoting biomedical science in China. References | Related Articles | Metrics

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A study on the professionalism of healthcare workers fighting against the COVID-19 pandemic in Hubei based on grounded theory Chen Ping 2021, 41 (5):  433-437.  DOI: 10.3760/cma.j.cn115259-20201029-01530 Abstract ( 87 )   PDF (2304KB) ( 71 )   Based on the research paradigm of grounded theory, this paper analyzed 80 diaries recording fighting against COVID-19 pandemic in Hubei. From the perspective of personal experience and perception of healthcare workers, this paper summarizes the core connotation of medical professionalism mainly including the scientific attitude for perfection, treating patients as a lofty responsibility and mission, compassion and gratitude to patients, and team spirit. According to the study, the theory of medical professionalism is found to be closely related to medical practice and healthcare workers' cognition and feelings, and the mutual empathy and gratitude between doctors and patients are of special significance to the cultivation of professionalism and the construction of harmonious doctor-patient relationship. References | Related Articles | Metrics

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Investigation on implementation effect of research tutorial system among medical undergraduates He Xuan, Zhang Hua, Han Jiangli, Li Yan 2021, 41 (5):  438-442.  DOI: 10.3760/cma.j.cn115259-20200925-01396 Abstract ( 94 )   PDF (924KB) ( 91 )   Objective To discusses the implementation of research instructors for medical undergraduates and their satisfaction with tutor's guidance, and provides a reference for the cultivation of their research capacity. Methods A self-designed questionnaire was used to investigate the implementation effect of research tutorial system among 71 medical undergraduates enrolled in 2014 and 2015 in Peking University. The data of frequency and percentage were used for descriptive statistical analysis. Results A total of 34 academic papers were published by medical undergraduates, 76.1%(54/71)of the students were satisfied with their tutors’ guidance and 74.6%(53/71)of them have a positive attitude toward their research projects. Conclusions Undergraduates have a high degree of recognition for the guidance of research tutors and research projects. Through the complete, continuous and comprehensive training of research skill, the overall capacity building of medical undergraduate can be significantly promoted. References | Related Articles | Metrics

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The effectiveness of patient-oriented health education in the pediatric practice in undergraduates of eight-year program Lu Danfang, Hu Danchen, Xing Yan 2021, 41 (5):  443-447.  DOI: 10.3760/cma.j.cn115259-20201116-01588 Abstract ( 77 )   PDF (858KB) ( 75 )   Objective To explore the effectiveness of patient-oriented health education in the pediatric training by eight-year program undergraduates. Methods From January to March in 2019, fifteen students from eight-year program of clinical medicine enrolled in 2014 who were intern in the general pediatric ward of Peking University Third Hospital were selected as the research objects to carry out collective health education for hospitalized children and their parents. A questionnaire survey was carried out to evaluate the outcome of health education among the students, children, parents and teachers and the Wilcoxon test is used to analyze the results. Results Before and after health education, the differences in the evaluation of health education in four aspects covering personal value[3.5 (2.3, 4.0) vs. 4.5 (3.8, 5.0), medical management[4.0 (2.5, 4.0) vs. 5.0(4.0, 5.0)],professional knowledge[3.8 (2.3, 4.0) vs. 4.8 (4.0, 5.0)]and comprehensive quality [3.8 (2.5, 4.0) vs. 5.0 (4.0, 5.0)] are statistically significant (P<0.05). The results also showed that 90.0% (63/70) of children and their parents believe health education is very effective in increasing health knowledge, 87.1% (61/70) of them believe that the education helps them in increasing compliance and trust in doctors. The teacher's overall score is 93.0 (85.0, 100), of which the accuracy score is the highest [25 .0(22.0, 25.0)], and the interesting score is the lowest [22 .0(20.0, 25.0)]. There are 86.2% (25/29) of teachers believe that health education is effective in consolidating students' theoretical knowledge and stimulated their learning enthusiasm. Conclusions Health education helps to enhance the personal value of undergraduates from eight-year program of clinical medicine, improves their communication skills, learning attitude, and comprehensive capacity to solve problems. It is a teaching method welcomed by children and their parents and unanimously accepted by clinical trainers. References | Related Articles | Metrics

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Establishment and preliminary exploration of teaching clinic in otolaryngology head and neck surgery Zhang Mingxia, Wang Zhenlin, Qi Yan, Lyu Haili, Cao Lianjie, Li Pu 2021, 41 (5):  448-451.  DOI: 10.3760/cma.j.cn115259-20200917-01360 Abstract ( 90 )   PDF (795KB) ( 45 )   Objective To set up a teaching clinic in otolaryngology head and neck surgery and to explore its effect in the outpatient teaching for residents. Methods Twenty residents (including general practitioners) who were in the otolaryngology department of Xuanwu Hospital Capital Medical University from January 2018 to December 2019 participated in the otolaryngology teaching clinic training for residents. At the end of the training, the mini-clinical evaluation exercise (Mini-CEX) was used to evaluate training outcomes of these residents with questionnaire survey. Results After training,the Mini-CEX scores were all higher than those before training. For example, medical history of inquiry [(7.30±0.57)vs.(5.35±0.75)], the clinical judgment [(6.15±0.75)vs.(5.00±0.73)], communication skill [(7.25±0.97)vs.(5.10±0.72)], and the overall performances [(7.60±0.69)vs.(5.40±0.68)], the difference of seven scoring items was statistically significant (all P<0.05). The questionnaires showed that twenty residents gave a 5-point rating on improvement of the capacity of consulting, communication, clinical reasoning and decision-making based on symptoms and stimulating learning interest. In terms of clinical reasoning and professional accomplishment improvement, nineteen of residents gave a 5-point rating and one resident gave a 4-point rating. Conclusions Teaching clinic in otolaryngology head and neck surgery enabled residents to take the initiative to learn and think in the process of outpatient management and to better master different knowledge and skills from the ward, which was helpful to improve the teaching quality of outpatient teaching. In the process of implementation, it was the key that teachers played a supervisory role and adopted hierarchical progressive training methods. References | Related Articles | Metrics

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Application of diversified assessment and grading guided team-based learning method in standardized training for residents in department of anesthesiology Li Wei, Liu Huimin, Leng Yan, Xiong Yonghong, Li Wenyuan, Chen Rong, Wu Yang, Xia Zhongyuan, Meng Qingtao 2021, 41 (5):  452-455.  DOI: 10.3760/cma.j.cn115259-20200629-00971 Abstract ( 57 )   PDF (838KB) ( 57 )   Objective To explore the effect of diversified assessment guide implementation of team-based learning (TBL) in the standardized training for residents in department of anesthesiology. Methods Using experimental control method. Sixty residents joined the training from August 2018 to August 2019, were randomly divided into two groups as diversified assessment guide TBL group (experimental group) and traditional TBL group (control group). Design and build a diversified assessment and rating system. According to the diversified assessment scores, the students were divided into R1, R2 and R3 grades, and the learning outcomes of two groups are compared. Results The assessment scores of resident standardized training between the R1 experimental group (94.79±4.41) and the control group (90.72±4.08), the R2 experimental group (89.22±4.51) and the control group (83.08±4.23), R3 experimental group (81.63±4.81), and the control group (75.22±4.24) are all significantly different (all P<0.05). Satisfaction between experimental group (23.18±1.23) and control group (21.22±1.12) is also significantly different (t=3.61,P<0.01). Conclusions TBL teaching method under the guidance of diversified assessment and rating improves the standardized training quality of resident in anesthesiology, and residents are generally more inclined to this training mode. References | Related Articles | Metrics

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Strategies for studying and applying statistics to medical graduate students He Chengpeng, Luo Rong, Du Liang 2021, 41 (5):  456-459.  DOI: 10.3760/cma.j.cn115259-20201020-01492 Abstract ( 93 )   PDF (830KB) ( 66 )   Medical scientific research is a practical capacity that need training during the postgraduate education, and high quality of research activities must be supported by medical statistics. The goal of learning medical statistics is to master the necessary mathematical knowledge, familiar with the subject framework and basic concepts. Graduate students should master certain principles to match statistical methods to the needs of result analysis. This paper provides some instructive methods and strategies for graduates to learn and apply statistics in order to improve their capacity building in statistics. References | Related Articles | Metrics

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Free open access medical education and its application in nephrologist training Duan Suyan, Xu Xueqiang, Xing Changying, Zhang Bo 2021, 41 (5):  460-463.  DOI: 10.3760/cma.j.cn115259-20200926-01401 Abstract ( 55 )   PDF (825KB) ( 31 )   Free open access medical education (FOAMed) is a kind of free and open medical education activity which uses new internet technology in various forms. In the nephrology area, this has resulted in the organic and continued growth of individuals interested in using these platforms for professional development and education. Here, we review several social media educational resources utilized in nephrology education.We also review how these methods are employed together in the form of games (NephMadness), online journal clubs (NephJC), interactive learning (GlomCon), visual abstracts, videos and Interactive Live Video Learning. This paper described and evaluated nephrology FOAMed tools useful for online education in nephrology and their potential impact on the community. References | Related Articles | Metrics

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Effects of rapid cycle deliberate practice on defibrillation skills training for residents of anesthesiology Zhou Zhiqiang, Li Shiyong, Liu Chunyan, Luo Fang, Luo Ailin, Zhang Li 2021, 41 (5):  464-467.  DOI: 10.3760/cma.j.cn115259-20200908-01308 Abstract ( 91 )   PDF (804KB) ( 77 )   Objective To explore the effect of rapid cycle deliberate practice in the training of defibrillation skills of anesthesiology residents. Method This was a randomized control study in Tongji Hospital of Tongji Medical College of Huazhong University of Science and Technology. In August 2019, thirty-four residents were randomly divided into experimental group and control group with seventeen in each. The residents performed simulated defibrillation under the guidance of facilitators within a limited time. The residents in experimental group took rapid cycle deliberate practice (RCDP) protocol while control group took routine deliberate practice protocol. The performance was evaluated immediately and one year after the training, the satisfaction and confidence were investigated through online questionnaire. The collected data was analyzed with non-parametric test or Fisher's exact test. Results The scores of instant improvement of defibrillation skill in the experimental group were higher than that of the control group[42.0(31.5,46.8)vs. 23.0(16.8,38.0), P<0.01]. There was no significant difference in the skill of defibrillation [62.0(59.0,65.0)vs. 62.5(59.0,64.0),P>0.05] one year later. There were no significant difference in the confidence[80.0(61.0,97.5)vs. 80.0(66.5, 92.5),P>0.05)] between the two groups. The number of residents in the two groups who were satisfied with the training method and time arrangement was the same, 17 and 16 respectively. Conclusions The rapid cycle deliberate practice improves the training outcome of defibrillation skill immediately after the training, the training experience of rapid cyclic deliberate practice is similar to that of deliberate practice. References | Related Articles | Metrics

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Analysis of the difficulty and discrimination of clinical application based integrated items Sun Jinwan, Xi Zheng, He Jia, Lu Yan, Li Guojian, Zhang Dongqi 2021, 41 (5):  468-471.  DOI: 10.3760/cma.j.cn115259-20201123-01616 Abstract ( 62 )   PDF (833KB) ( 54 )   Objective To provide a new reference for the design of the medical licensing examination and promote the coordinated development of medicine, enducation and examination by analyzing the difficulty and discrimination between the integrated items and non-integrated items for the same knowledge point in clinical medicine comprehensive examination of the medical licensing examination. Methods Data analysis method was adopted in this study. Independent-sample t test was used to detect the diversity of difficulty and discrimination between the integrated items and non-integrated items of the same konwledge point in general knowledge examination of the medical licensing examinations from 2014 to 2019. Results The average difficulty of non-integrated items was (0.589±0.240), and of integrated items was (0.673±0.204), which indicated no significant difference was found (P=0.172). The average discrimination of non-integrated items was (0.237±0.125) and of integrated items was (0.299±0.092), which indicated significant difference(P=0.045). Conclusions Upon the results of examination , there was no significant difference of difficulties between non-integrated and integrated items for the same knowledge point, but the discrimination of the integrated items was obviously better than that of the non-integrated items.The application of integrated items in the medical licensing examination reveals the practical characteristic of clinical medicine, demonstrates the concept of competency-based medical education. References | Related Articles | Metrics

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Reliability and validity of the mandarin version of mentor competency assessment Li Yue, Zhang Dingding, Tong Yuanren, Wei Yizhen, Zhu Huijuan, Liu Jihai, Luo Linzhi, Zhang Shuyang 2021, 41 (5):  472-476.  DOI: 10.3760/cma.j.cn115259-20200623-00951 Abstract ( 135 )   PDF (858KB) ( 67 )   Objective To translate the mentor competency assessment (MCA) into Mandarin, and test its reliability and validity. Methods Brislin translation model was used for translation and reverse-translation. The preliminary translation was culturally adjusted through expert committee discussions followed by a pre-tests. Mentors of clinical post-doctoral trainees at Peking Union Medical College Hospital (PUMCH) were enrolled as the survey subjects (n=153) from January 2020 to March 2020. General questionnaire and Mandarin version of MCA were used. Item analysis, reliability, and validity analysis of the Mandarin version of MCA were tested. Results The Mandarin version of MCA includes 26 items in six dimensions, including effective communication, establishing consistent expectations and goals, evaluating students, fostering independence, respecting diversity, and promoting students' professional development. Reliability analysis showed that Cronbach's coefficient score was 0.975, and split-half coefficient score was 0.951. Each item was positively correlated with the total score (r=0.634~0.823). The item content validity index (I-CVI) is 0.6~1.0, and the scale content validity index (S-CVI) was 0.954. The confirmatory factor analysis results showed that the ratio of χ2 degrees of freedom (χ2 /DF) was 1.865, the comparative fit index was 0.925, the Tucker-Lewis index (TLI) =0.914, and the standardized root mean square residual(SRMR)=0.043, and the root mean square error of approximation (RMSEA)=0.085 (95%CI,0.073~0.096,P<0.01). Conclusions The reliability and validity of the Mandarin version of MCA was evaluated and the Mandarin version of MCA is competent to the evaluation of the mentor competency of clinical and translational research mentors in China. References | Related Articles | Metrics

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Reliability and validity of self-assessment questionnaire on competence of assistant dentist in China Hong Xiaomei, Li Yueping, Lai Yingzhen, Ji Qing, Liang Hao, Dai Qinyue 2021, 41 (5):  477-480.  DOI: 10.3760/cma.j.cn115259-20200717-01067 Abstract ( 64 )   PDF (798KB) ( 49 )   Objective To analyze the reliability and validity of self-assessment questionnaire for assistant dentist in China. Methods From August 2019 to March 2020, the reliability and validity of the questionnaire were tested by proportional stratified sampling of 1 260 assistant dentist from 14 provinces and municipalities in China, and internal consistency test, content validity index and factor analysis were used. Results The content validity index of the self-assessment questionnaire of the self-assessment questionnaire is 0.86 and the overall Cronbach coefficient was 0.964. By exploratory factor analysis, 7 common factors were extracted, and the cumulative variance contribution rate was 71.49%. The main factors of each common factor were basically the same as the designed items. Conclusions The questionnaire has a good reliability, content validity and construct validity, which is helpful for the self-evaluation of the competency of assistant dentist in China.     References | Related Articles | Metrics