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Dilemma and path selection of faculty involvement in the shared governance of medical colleges Zhu Liyan, Zhang Shue, Zhao Xin, Wang Hongni, Yang Libin, Cao Depin 2021, 41 (7):  577-581.  DOI: 10.3760/cma.j.cn115259-20201029-01529 Abstract ( 133 )   PDF (815KB) ( 120 )   Shared governance is defined by co-operation in policy making by institution authority and faculty that encourage all steak-holders to work together for optimizing the operation of their colleges. Faculty involvement in medical college governance has a significance value for self-dependent innovation, improvement, cross-disciplines and coordinated management in medical education. This study explores the multiple influencing factors on medical college faculty involvement in medical college governance like awareness of medical teachers, collaboration culture and challenges from bureaucratic system. In order to promote faulty involvement in shared governance, medical colleges should focus on constructing a shared governance culture, refining the system of faculty involvement in governance, enhancing the consciousness and capacity of faculty staff. References | Related Articles | Metrics

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Narrative description on college students' innovation and entrepreneurship training by joining research and development team of new multifunctional glauber' salt bag for external application Zhao Xueping, Hu Yanfei, Yang Xiaoya, Hu Huagang 2021, 41 (7):  582-586.  DOI: 10.3760/cma.j.cn115259-20200910-01322 Abstract ( 87 )   PDF (847KB) ( 56 )   College students' innovation and entrepreneurship training program is helpful to improve their innovation capacity. In this narrative report, a new multifunctional glauber' salt bag for external application was selected as the research objects. Based on the narrative research method, the interview materials and reflection diaries of the instructors and team members were analyzed in order to restoring the process of team building, patent application and innovation transformation followed by analyzing and discussing the merits of team success. This training may be used as a reference for other universities and may provide theoretical basis for cultivating high-quality and innovative talents. References | Related Articles | Metrics

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Professional identity of freshman medical students and its influencing factors Xu Lin, Zhao Yuxuan, Wang Yan, Guo Huangda, Liu Xiaowen, Jia Yawen, lyu Lizhi, Wang Yun 2021, 41 (7):  587-591.  DOI: 10.3760/cma.j.cn115259-20200810-01184 Abstract ( 191 )   PDF (848KB) ( 169 )   Objective To explore the status of professional identification and its influencing factors among medical freshmen. Methods A professional identity measurement questionnaire, conducted among totally 553 freshmen admitted from the first batch of PKUHSC from November 2019 to January 2020. The questionnaire covers family background, admission of college entrance examination,considerations for application and professional identification. After factor analysis, professional identification was measured by two components: professional emotion and professional knowledge. Multivariate analysis of covariance analysis was used to analyze the influencing factors. Results The average factor score was (3.85±0.79) for professional emotion and (3.76±0.64) for professional knowledge. For students admitted from the first batch, major (F=4.39, P<0.01), family income (F=2.34, P=0.03), professional admission (F=3.07, P=0.02), and the motivation of school strength (F=76.97, P<0.01), self interest (F=49.74,P<0.01), employment prospects (F=3.95, P=0.02) and the desire to change major or pursue a double degree (F=23.42,P<0.01) were the independent factors influencing professional identification. Conclusions The freshman medical students have a high degree of professional identity in general. The professional identity of freshmen is influenced by major, family income, professional admission as well as the factors of school strength, self interest, employment prospects and the desire to change major or pursue double degree. References | Related Articles | Metrics

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Application of case-based learning in the teaching of ultrasound diagnostics and operation skills during the training of vascular surgeons Wang Changming, Yang Guangxin, Li Xuan 2021, 41 (7):  592-596.  DOI: 10.3760/cma.j.cn115259-20201220-01740 Abstract ( 239 )   PDF (842KB) ( 521 )   Ultrasound diagnosis and ultrasound-guided operation are essential skills required for modern vascular surgeons. Case-based learning (CBL) has been implemented widely in medical education to engage students and build their capacity to analyze and solve problems using basic knowledge. The case-based training of ultrasonic diagnosis and ultrasound-guided operation for vascular surgeon residents were reported as examples to illustrate the design and implementation of comprehensive ultrasound education. The teaching was implemented in a modular mode. Clinical application tests corresponding to each modular, questionnaires survey and workshops were used to evalute and analyze the teaching results. Results suggested that all students achieved excellent clinical testing scores (scored over 90) in module elementary ultrasonic teaching and clinical practice of ultrasound. As shown in the questionnaires, all the students recognized the positive effect of the education program in terms of stimulating learning interests and being well trained in diagnostic and operational skills in a short-term course. The comprehensive case based ultrasound technology training is proven to be advantageous to improve the training of ultrasound techniques for lower extremity venous diseases among vascular surgeons and recognized by all surgery specialists. References | Related Articles | Metrics

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Application of micro lecture combined with scene simulation teaching in an integrated experimental teaching of occupational hygiene Ou Xiaxian, Zhao Qian, Chen Zhangjian, Wang Yun 2021, 41 (7):  597-600.  DOI: 10.3760/cma.j.cn115259-20201207-01680 Abstract ( 137 )   PDF (799KB) ( 111 )   Objective To evaluate the effect of scene simulation teaching combined with micro lecture in an integrated experiment teaching of occupational hygiene for preventive medicine students. Methods In September 2020, eighty-seven students majoring in the seven-year program of preventive medicine program enrolled in 2016 into Peking University Health Science Center joined this study. The effect of scene simulation teaching combined with micro lecture in the integrated experiment teaching of occupational hygiene was evaluated by teacher's observation and questionnaire survey among students. Results Scene simulation teaching in the integrated experimental teaching of occupational hygiene showed good teaching effects, 82.8%(72/87) of the students evaluated that teaching method as satisfied or above. The introduction of micro lecture to assist integrated experimental teaching has a positive impact on increasing students' learning gains and improvement of teaching quality.As much as 93.1%(81/87) of students evaluated the micro lecture as basically satisfied or satisfied for scene simulation teaching. Conclusions Combination of micro lecture and scene simulation in an integrated experimental teaching of occupational hygiene shows good teaching effects but still needs more efforts to optimize the performance. References | Related Articles | Metrics

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Application of ultrasound simulator in assessing residents' skill of obstetric ultrasound scanning Zhao Yongfeng, Tang Xiaohong, Peng Hong, Liu Wengang, Li Linlu, Yuan Le, Zhou Ping 2021, 41 (7):  601-605.  DOI: 10.3760/cma.j.cn115259-20210114-00070 Abstract ( 71 )   PDF (831KB) ( 60 )   Objective To explore the feasibility of introducing ultrasound simulator test in assessing residents' obstetric ultrasound scanning skills. Methods An experimental comparative method was used in this study. In September 2019, 30 residents in the Department of Ultrasound of the Third Xiangya Hospital of Central South University were included in the study as examinees. They completed two runs of obstetric ultrasound scan skill assessments on volunteer pregnant women and on ultrasound simulator (P1, S1, S2, P2), respectively. The scores in volunteer pregnant women tests and simulator tests were compared, and the correlation between scores recorded in volunteer pregnant women tests and simulator tests was analyzed. The difficulty and differentiation degrees of tests were observed. The inter-rater reliability and test-retest reliability were evaluated by intraclass correlation coefficient (ICC). Results Scores from volunteer pregnant women test were P1= (50.39±9.71), P2= (53.39±10.63) and the scores from simulator test were S1= (54.41±9.52), S2= (57.51±9.76). Scores in S1 were higher than that of P1, and scores in S2 were higher than that of P2 (P<0.01). A positive correlation between the two sets of scores was found (r=0.784, P<0.01). The difficulty degrees of simulator test and volunteer pregnant women test were PS1=0.54, PS2=0.58, PP1=0.50, PP2=0.53 respectively and the differentiation degrees of simulator test and volunteer pregnant women test were DS1=0.67, DS2=0.65, DP1=0.70, DP2=0.72 respectively. The inter-rater reliability of simulator test and volunteer pregnant women test was high (simulator test: ICC=0.838, P<0.01;volunteer pregnant women test: ICC=0.762, P<0.01). The test-retest reliability of simulator test and volunteer pregnant women test was high (simulator test: ICC=0.878, P<0.01;volunteer pregnant women test: ICC=0.760, P<0.01). Conclusions Although there are differences between scores recorded in simulator test and volunteer pregnant women test, the simulator test is highly correlated with volunteer pregnant women test. The difficulty degree of simulator test is medium, the differentiation degree is high, and the reliability is high. Simulator test is expected to be an alternative to the test with volunteer pregnant women in assessing residents' skill of obstetric ultrasound scanning. References | Related Articles | Metrics

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Flipped classroom teaching supported by network learning platform for the training of specialists in department of radiology Liu Ying, Wang Zheng, Huo Ran, Lang Ning, Yuan Huishu 2021, 41 (7):  606-610.  DOI: 10.3760/cma.j.cn115259-20201030-01535 Abstract ( 108 )   PDF (846KB) ( 111 )   Flipped classroom teachingsupported by a network learning platform effectively mobilizing the learning initiative of trainees is gradually carried out in standardized training of specialists. In this study, eighteen specialists in department of radiology of Peking University Third Hosptal were selected as the research objects. The design and implementation of the project and evaluation of teaching effects examined by theory test, case reading test and questionnaire survey were reported. The results showed that the score of theory test was (86.69±3.20) and that of case reading test was (85.63±2.29). The average score of specialists on the course content was (94. 50±2.23). The score of teaching effects evaluation by trainees was (93.11±1.78). In the evaluation of the specialist's subjective feeling of the flipped classroom teaching mode supported by the network learning platform, the improvement of autonomous learning capacity, independent thinking (17.17±1.43) and case reading ability (17.11±1.37, the full score was 20) were positively correlated with the scores of theory examination and case reading test (all P<0.05). Flipped classroom teaching mode supported by network learning platform is helpful to improve the capacity of the autonomous learning and independent thinking by specialist trainees, which has been extensively recognized with good training effect. References | Related Articles | Metrics

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Application of an in vitro dynamic cardiac model in the residents' training of echocardiography Fu Mengzhu, Wang Xun, Hu Zhenzhen, You Chunyuan, Xu Xin, Li Xing, Feng Xuehong, Sun Danqin 2021, 41 (7):  611-615.  DOI: 10.3760/cma.j.cn115259-20210121-00095 Abstract ( 57 )   PDF (826KB) ( 42 )   Objective To evaluate the effect of an in vitro dynamic cardiac model combined with CPBL(case and problem-based learning) in the residents' training of echocardiography. Methods Eighty residents who received standardized training in the department of echocardiography of Wuxi No.2 People's Hospital, Nanjing Medical University were selected as research objects. Experimental control method was used in this study. A total of 40 trainees recruited from September 2019 to August 2020 were selected as the experimental group and 40 trainees recruited from September 2018 to August 2019 were selected as the control group. The experimental group received in vitro dynamic cardiac model combined with CPBL, while the control group received traditional model combined with CPBL. After the training, students' examination scores of theory, image interpretation, practice skill and humanities were compared, and the investigation questionnaire on teaching satisfaction from students were evaluated. Results Examination scores of theory[(42.72±1.78)vs.(41.82±1.75)], image interpretation[(43.00±1.91)vs.(41.55±2.26)], practice skill[(44.27±2.24)vs.(43.05±2.64)] and humanities[(43.37±2.35)vs.(41.57±2.48)] in the experimental group were all significantly higher than those in the control group (all P<0.05). The results of questionnaire showed that the feedback of students on “deepen the understanding of theoretical knowledge” [92.5%(37/40)vs. 75.0%(30/40)],“cultivate clinical reasoning capacity”[90.0%(36/40)vs. 70.0%(28/40)], “improve image reading”[92.5%(37/40)vs. 72.5%(29/40)], “improve operation skill”[90.0%(36/40)vs. 67.5%(27/40)], “improve learning interest”[90.0%(36/40)vs. 72.5%(29/40)] and“improve learning efficiency”[92.5%(37/40)vs. 75.0%(30/40)] were significantly different (all P<0.05). Conclusion The teaching method of CPBL combined with the in vitro dynamic cardiac model used in the residents' training of echocardiography can mobilize the student's initiative, reach the goal of training with high quality and improve the outcomes of residents' standardized training. References | Related Articles | Metrics

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Reflection on the competition form design of the national clinical skills competition for medical undergraduates Li Yan 2021, 41 (7):  616-621.  DOI: 10.3760/cma.j.cn115259-20210414-00494 Abstract ( 103 )   PDF (831KB) ( 108 )   Objective To explore the impacts of different competition forms, like OSCE and tracks contest, on the results of the finals of the National Clinical Skills Competition which is developed for evaluation of training outcomes of medical undergraduates in China, and puts forward some suggestions for further improving the competition forms of the national finals. Methods The specific competition system and the results of the preliminary and quarter-final of 168 medical students from 42 colleges and universities participating in the 7th National Clinical Skills Competition were analyzed. Results The preliminary part of the 7th National Clinical Skills Competition was dominated by OSCE and combined with the track contest. There were 29 tasks in 14 stations in the preliminary OSCE, and 5 tasks in 3 stations in the track contest. The data analysis showed that the reliability coefficient of the OSCE (α=0.847) is much higher than that of the track contest (α=0.637) . The quarter-final by 20 colleges and universities adopted the track contest with 5 tasks in 3 stations. Compared with the preliminary OSCE, half of the top 8 colleges in the preliminary OSCE failed to reach the semi-final. It is suggested that the difference may be caused by the unreasonable design of the competition form. Conclusions In order to make the National Clinical Skills Competition more fairness, more justice and more openness, it is suggested that the competition form of national final competition should take OSCE as a major form and supplemented by track contest. References | Related Articles | Metrics

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Research and inspiration of interaction with patients on cultivation of professionalism of medical students during clinical clerkship Cui Xuemei, Li Honghe, Song Xinzhi, Ding Ning, Wen Deliang 2021, 41 (7):  622-626.  DOI: 10.3760/cma.j.cn115259-20210113-00063 Abstract ( 105 )   PDF (835KB) ( 95 )   Cultivating the professionalism of medical students was an important task in the education process of medical schools. The clinical clerkship was a critical period for medical students to develop their professionalism. During this period, the interaction between medical students and patients was the main way for medical students to contact the clinic and improve their capacity, and also a key to foster professionalism. This article summarized the research on the professionalism training of medical students during clinical clerkship, and found that the professionalism development of medical students was affected by the interactive experience with patients. The experiential learning theory had the potential to explain the mechanism of the professionalism of the interaction between medical students and patients, and so may be well applied to guide the process of interactions between students and patients. At the same time, it provided suggestions for the professionalism training of medical students during clinical clerkship. References | Related Articles | Metrics

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A comparative study on the employment direction of postgraduates in a medical university with different degree types Chen Fei 2021, 41 (7):  627-631.  DOI: 10.3760/cma.j.cn115259-20210326-00410 Abstract ( 86 )   PDF (850KB) ( 79 )   Objective To understand the employment quality of postgraduates, analyze the potential influencing factors, and explore the challenges and problems of professional degree education by comparing the employment destination of postgraduates with different degree types. Methods Data analysis was used in this study. Based on the graduate employment data of a medical college in Beijing from 2013 to 2018 which collected in July 2020, this paper compares the employment trends of graduate students with different degree types. Results The employment situation of postgraduates in this medical college was generally good, and the overall employment rate was 95.9% (2 630/2 743). Among them, the employment of postgraduates with professional degree is highly concentrated in medical and health institutions [65.0% (868/1 336)], and the employment of postgraduates with academic degree is relatively balanced. As compared with gender, location of graduates' hukou, degree type has more obvious influence on the employment structure of postgraduates. After disordered multiple logistic regression, it is found that postgraduates with academic degree are more likely to get employment in all the channels but medical institutions than postgraduates with professional degree. Taking the medical institutions as the reference, the regression coefficients of other employment channels for academic masters are: going abroad (0.889), administrative institutions (0.611), universities and research institutions (1.121), state-owned enterprises (0.429), private enterprises (0.406), further education (1.187), temporary unemployed (0.812), all P<0.05. Conclusions The overall employment quality of postgraduates with professional master's degree is good, but there are structural problems in the employment of graduates with professional master's degree, majoring in pharmacy and applied psychology. References | Related Articles | Metrics

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English for specific purposes curriculum design and implementation for medical postgraduates in the Naval Medical University Cheng Yu, Gong Shanshan 2021, 41 (7):  632-636.  DOI: 10.3760/cma.j.cn115259-20201231-01788 Abstract ( 92 )   PDF (814KB) ( 63 )   English for specific purposes(ESP) course has a clearly-defined education purpose and focuses on training and developing students' capability of extensive communication with English. Based on the characteristics of ESP course and its teaching principles, this paper introduces the components and teaching practice of ESP curriculum for graduates in the Naval Medical University, and puts forward suggestions for improving ESP course design for medical education in the future, including the establishment of curriculum and ESP modules based on needs, multi-disciplinary integration, mobile media support and optimal allocation of teacher resources. References | Related Articles | Metrics

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Research on the index system for evaluation of life-long learning capacity of medical students Wu Tafan, Yin Ziyu, Ma Jinxiang 2021, 41 (7):  637-641.  DOI: 10.3760/cma.j.cn115259-20201112-01569 Abstract ( 158 )   PDF (821KB) ( 148 )   Objective To identify the core capacity which is necessary for sustainable development of elite medical students aiming for creating an index system for the evaluation of life-long learning capability. Methods Literature review and expert consultation are employed to outline the essential indicators. Thirty two medical experts were consulted by two rounds of questionnaire investigation. Then descriptive analysis, analytic hierarchy process and nonparametric test were used for data analysis to develop an index system for the evaluation of life-long learning capability of medical students. Results After two rounds of expert consultation, the statistics shows the following points. The recovery of the questionnaire is higher than 90%, which means that the experts have high enthusiasm.The authority coefficient of experts is 0.9, means good reliability; The coefficient of variation is less than 0.25, indicating that the concentration of expert opinions; The Kendall's coefficient of concordance (w) is 0.27, (P<0.01) showing statistical significance, shows the good coordination degree of expert opinions. The index system presented in this paper includes six primary level indicators and nineteen secondary level indicators. Conclusions The index system for evaluation of life-long learning capacity of medical students contains six dimensionalities as awareness, self-management, thinking pathway, adaptability, information literacy and communication skills. The index system is scientific and reasonable, which may support the training of professionals of clinical medicine. References | Related Articles | Metrics

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The application and evaluation of objective structured clinical examination in midwife skill training courses Yao Jiasi, Chen Haiying, Li Xia, Chen Hongyue, Chen Chunning 2021, 41 (7):  642-646.  DOI: 10.3760/cma.j.cn115259-20201221-01746 Abstract ( 69 )   PDF (824KB) ( 53 )   Objective To apply the objective structured clinical examination (OSCE) in midwifery skills training courses among midwifery students and to discuss the potential effects of OSCE among midwifery students. Methods In June 2019, a total of 30 midwifery students enrolled in 2017 from Hebei Medical University were selected. Literature review and expert discussion were used to construct test stations. Standardized patients were enrolled and trained for the exam. Students were asked to evaluate the examination by filling a survey questionnaire. Results Five test stations were used and three of them used standardized patients(SP). Students final scores of the exam ranged from 88.60 to 96.80, with an average of 92.21. The satisfaction score of the exam from students was (63.37±6.47). The scores of students given by SP in the three stations were(80.13±2.22), (81.96±1.15) and (83.83±1.02) respectively. Conclusions OSCE gave comprehensive and scientific evaluation of students' midwifery skills. The feedback from SP may optimize the feedback to trainers and thus provide the evidence for the improvement of midwifery students' training aiming at their core competency. References | Related Articles | Metrics

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Application of DOPS relying on network platform in surgical clinical skill assessment of undergraduates majoring in traditional Chinese medicine Liu Baoqing, Zhang Fanfan, Zhang Shaohui, Yang Chengcheng, Yu Wen, Liu Wenna, Wang Gesheng, Dong Xiaobo, Liu Jialin, An Jialin 2021, 41 (7):  647-651.  DOI: 10.3760/cma.j.cn115259-20200216-01562 Abstract ( 72 )   PDF (858KB) ( 62 )   Objective To evaluate the effect of direct observation of procedural skills (DOPS) and outcome assessment supported by Questionnaire survey and WeChat in assessment of surgical internship by undergraduates of traditional Chinese medicine(TCM)program. Methods Improved DOPS evaluation form was formulated. From June 2018 to December 2019, 180 students in the Department of Surgery of the Second Clinical Medical College, Beijing University of Chinese Medicine, were selected to conduct a DOPS assessment of surgical clinical skill in the early, middle and later stages. The results of each assessment were statistically analyzed and given real-time feedback by Questionnaire survey and WeChat. Students at early and later stages were asked to fill in the satisfaction questionnaire. Results The scores of late DOPS assessment (5.44±0.13) were higher than those of early DOPS assessment (4.20±0.21) and middle DOPS assessment (4.44±0.13), (P<0.01). For the satisfaction of DOPS assessment results, the scores from teachers were (7.33±1.51), (7.52±1.33), (8.52±0.53), and the students were (6.72±1.55), (7.22±1.40), (8.21±1.09) respectively in the early, middle and later stages. The score of later stage was higher than that of middle stage and that of middle stage was higher than that of early stage (P<0.01). The results of the questionnaire survey among the students in early and later stage indicated that the contribution to improve teaching results was recognized with the highest score in the later stage [4.81±0.42], which was higher than that in the early stage [4.50±0.61] (P<0.01). Conclusions The application of the improved DOPS supported by a network Questionnaire and WeChat platform in the examination of surgical clinical skills has been recognized by teachers and students, which contributes to the improvement of surgical clinical operation skills of student. References | Related Articles | Metrics

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The establishment and evaluation of the standardized training assessment system for general practice residency program in dentistry Ge Wenshu, Peng Li, An Na, Jiang Yong 2021, 41 (7):  652-655.  DOI: 10.3760/cma.j.cn115259-20200717-01068 Abstract ( 89 )   PDF (801KB) ( 98 )   Objective To establish and promote the assessment system of standardized training for stomatological general residents(hereinafter referred to as general resident training of stomatology),for promoting the standardization and perfection of the standardized training of stomatological residents. Methods Based on the teaching practice for many years, the assessment system for general resident training of stomatology was established and further evaluated through a questionnaire survey of 24 stomatological general residents in Peking University School of Stomatologyfrom August 2018 to August 2020. Results The assessment system mainly includes four modules: comprehensive clinical operation ability assessment, comprehensive medical record writing assessment, comprehensive case report assessment and comprehensive case analysis assessment. The full score of each module is 100. The results of questionnaire survey showed that 100.0% (24/24) residents thought that the assessment system was comprehensive and reasonable. The assessment system did reflect the capacities of general dentistsand residents. There are 83.3%(20/24) residents thought that the difficulty of the assessment was appropriate. Conclusions The key points of each part of the assessment system for standardized training of stomatological general residents are clear and the difficulty of the assessment is appropriate, which is helpful to build the capacities of residents. References | Related Articles | Metrics

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Current status and reflections on the study of the effectiveness of international accreditation of medical education Zhao Yue, Wu Hongbin, Xie A'na, Wang Weimin 2021, 41 (7):  656-660.  DOI: 10.3760/cma.j.cn115259-20201217-01722 Abstract ( 119 )   PDF (897KB) ( 140 )   To review the current status of the overseas research on the validity of medical accreditation and thus to provide a basis for the improvement of medical accreditation system and concerned research. Reviewing the journal articles in the Web of Science core collection, 23 core articles were selected based on key words such as “Effectiveness”“Impact of Accreditation”“Continuous Quality Improvement”and“Academic Performance” from January 1,1990 to November 30, 2020. On the whole, accreditation improves students' academic performance, the quality of school running, and bears the responsibility of improving social health level. However, there are still some barriers, such as limitation of data and research methods, relatively low standard of results and significant regional differences. Therefore, it is recommended to innovate research methods, strengthen the meta-evaluation of standards, enhance regional cooperation in sharing information, continuously improve the accreditation system with accreditation-related research, promote the international exchange of accreditation, and expand the influence of accreditation of medical education in China. References | Related Articles | Metrics

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The training of American blood transfusion medicine specialists and its enlightenment Wang Lixin, Tan Bin, Han Bing, Chen Chunxia, Qin Li 2021, 41 (7):  661-664.  DOI: 10.3760/cma.j.cn115259-20200805-01168 Abstract ( 73 )   PDF (801KB) ( 61 )   The American transfusion medicine training program is provided by the Accreditation Council for Graduate Medical Education (ACGME) in the form of the six core competencies that residents should acquire. The training program should develop a curriculum and implement a variety of learning activities that support residents and fellows to gain these competencies. By presenting the training and assessment of fellowship program in the United States, it is suggested that a systematic medical knowledge package, different training stages' objectives and assessment methods are necessary to strengthen transfusion training nowadays and to provide some strategies of training like the development of a special transfusion training program, in China and for China. References | Related Articles | Metrics

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Family medicine enhanced skills program in Canada and the enlightenment Yang Ying, Jiang Hui 2021, 41 (7):  665-669.  DOI: 10.3760/cma.j.cn115259-20210303-00284 Abstract ( 66 )   PDF (863KB) ( 55 )   To meet the community needs as well as the personal professional development of family physicians, enhanced skills (ES) programs have extended from emergency medicine to multiple areas in Canada. This article introduced Canadian family medicine ES including the academic areas, priority topics of 8 certificates for added competence (CACs) and the impact. Enhancing skill family physicians have a positive impact on the delivery of comprehensive care when they work with the collaborative models that align with the needs of communities. It is useful to learn from Canadian experiences for the development of general practitioner training system in China. References | Related Articles | Metrics