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Application of stomatology online teaching in the context of COVID-19 pandemic Zhou Ruyu, Lu Xiaoqing, Chen Yue, Jiang Jiajia, Zhou Yu, Zhang Wei 2021, 41 (10):  865-868.  DOI: 10.3760/cma.j.cn 115259-20201208-01683 Abstract ( 179 )   PDF (785KB) ( 157 )   According to the needs of COVID-19 epidemic prevention and control, Stomatological College of Nanjing Medical University carried out a new online teaching, based on the National Online Open Courses and was supported by a Virtual Interactive Network Teaching Platform and others. The teaching effect was evaluated by comparing the examination results of students in two grades and questionnaire survey in July 2020. Among the five-year students, 2016 students' scores of oral implantology were higher than those of 2015[(87.47±7.67) vs. (84.76±5.16), P<0.05]. Students under "5+3" integration training system, 2016 students' scores of oral surgery were higher than those of 2015[(80.73±4.52) vs. (73.94±10.63), P<0.01]. The survey results showed that the content and form of online teaching were generally accepted by students. Students were able to well understand the professional courses with high degree of satisfaction. Good teaching effect has been obtained through the application of online teaching. Meanwhile, there are also some problems needed to be solved urgently with extensive application of this method. Our online teaching practice provides some ideas and experience for the comprehensive application of the online as well as offline teaching methods of stomatology education, and also puts forward new strategy extensive application of this hybrid mode. References | Related Articles | Metrics

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Study on the learning of COVID-19 prevention and control for graduate students in infectious disease teaching hospital and its impact on willingness to fight the pandemic Jia Wenyun, Song Zhipeng, Yan Li, Wang Ying, Ji Tingting, Kang Tieyan, Zhang Zongde 2021, 41 (10):  869-873.  DOI: 10.3760/cma.j.cn115259-20210310-00316 Abstract ( 78 )   PDF (849KB) ( 59 )   Objective To investigate the influence of graduate students in infectious disease teaching hospital on the knowledge of prevention and control of COVID-19 pandemic (referred to as the pandemic) and their willingness to participate in the fight against the pandemic. Methods In May 2020, 204 graduates from three infectious disease teaching hospitals affiliated to Capital Medical University were selected as the research objects, and relevant questionnaire surveys were conducted and then the results were analyzed by chi-square χ2 test and multivariate logistic regression. Results There were 84.1% (159/189) of graduate students who took the initiative to learn about COVID-19 pandemic, and 70.4% (133/189) of them are willing to participate in the front-line anti-epidemic work. The understanding of infectious disease routine work can increase their initiative in learning knowledge related to COVID-19 pandemic prevention and control[OR (95%CI)=2.719 (1.170～6.323), P=0.020], and their daily learning time for the prevention and control knowledge is equal to or more than 30 minutes[OR (95%CI)=1.902 (1.041～3.475), P=0.037]. The students' willingness to participate in the front-line anti-epidemic work is a facilitating factor for supporting their learning of COVID-19 diagnosis and treatment guidelines[OR (95%CI)=2.904 (1.323～6.374), P=0.008]. The graduates who have studied the guidelines [OR(95%CI)=2.644(1.050～6.653), P=0.039] and have undergone positive changes in professional identity [OR(95%CI)=3.897(1.213～12.519), P=0.022] are more willing to participate in the front-line fight against the pandemic. However, students younger than 30 years old are less willing to participate in the fight against the pandemic than those who are 30 years or older[OR(95%CI)=0.281(0.080～0.995),P=0.049]. Conclusions Graduate students are able to actively learn knowledge about COVID-19 prevention and control, and a relatively high proportion of them are willing to participate in the front-line fight against the pandemic. Those who have studied the guide are more willing to participate in the first-line fight against the pandemic. Enhancing universal education for the prevention and control of infectious diseases may increase graduate students' enthusiasm for learning about disease prevention and control, young graduate students need more encouragement to improve their willingness to join clinical work related to COVID-19 infection control. References | Related Articles | Metrics

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Current situation and ponder over optometry undergraduate education in China Yue Pengcheng, Qiao Zhentao 2021, 41 (10):  874-877.  DOI: 10.3760/cma.j.cn115259-20200602-00866 Abstract ( 186 )   PDF (782KB) ( 106 )   China has a large population with high morbidity of a high proportion myopic disorder, but optometry education started relatively late. The contradiction between the growth in demand for eye-related health services and a lack of existing high-quality optometry talent started to be a challenge to health of people. This article analysed the current situation and the problems in undergraduate optometry education in China, proposed strategies to improve education and initiate training for different occupation needs and different candidates of education with different academic systems. In addition, suggestions relating to the establishment of a promotion system that followed scientific pathway of talent education were offered and recommendations were presented for facilitating the improvement of optometry high education and the lifelong learning system in order to support the development of undergraduate education of optometry in China. References | Related Articles | Metrics

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Reform on the curriculum system of personnel training on public health in China Wu Yun, Chen Rui, Guan Zhongjun 2021, 41 (10):  878-880.  DOI: 10.3760/cma.j.cn115259-20201228-01771 Abstract ( 109 )   PDF (766KB) ( 108 )   Public health is very important for the health of Chinese people and is the component of the policy package of health and welfare of China. The talent of public health is cultivated mostly by undergraduate education on public health and preventive medicine. It is extremely important for the undergraduate education to design a scientific curriculum system. It is proposed that five challenges should be faced with five major new concepts in order to fulfill the cultivation on the undergraduate personnel training for building of public health system in China in the new age. Five strategies for the optimization of curriculum system were developed to promote the high-quality development of undergraduate public health personnel training. It includes the design of a scientific, comprehensive, practical, innovative and characteristic curriculum. References | Related Articles | Metrics

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Exploration of the implementation of health and society curriculum module Li Liping, Zheng Shaoyan, Fan Guanhua, Huang Qingjun, Tan Xuerui, Yang Mianhua 2021, 41 (10):  881-884.  DOI: 10.3760/cma.j.cn115259-20200714-01055 Abstract ( 61 )   PDF (825KB) ( 64 )   Health and society is a new and comprehensive course module set up as a component in Shantou University Medical College. The module breaks through the traditional discipline system which separates basic medicine and clinical medicine, clinical medicine and preventive medicine. With the “one health” as the core and the bio-psycho social medical model as the main line, this project designs the curriculum containing six parts: social factors and health, psychological factors and health, natural factors and health, biological factors and health, health services and health, health education and health promotion. The course module aims at promoting the integration, intersection and penetration of preventive medicine, clinical medicine and other disciplines, strengthens the cultivation of the overall health awareness of medical students. In order to review and summarize the module implementation, the students who are one the way of learning in this module and those who have already completed the module learning are investigated to understand the learning outcomes and potential influence to learners' attitude. As result of investigation shows, this course has a significant effect on students and also shows direction and space of further improvement. References | Related Articles | Metrics

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Narrative inquiry into professional identity construction: tensions and accommodation strategies of a English-mediated instruction (EMI) teacher teaching medical specialised courses Meng Ling, Yang Jun 2021, 41 (10):  885-890.  DOI: 10.3760/cma.j.cn115259-20201028-01525 Abstract ( 76 )   PDF (864KB) ( 63 )   Based on performance theory, this paper adopted narrative inquiry to examine English-medicated instruction (EMI) teacher teaching medical specialised courses' professional identity construction through tensions and their accommodation strategies. In-depth interview combing topical interview with narrative interview was carried out with one doctor as an EMI teacher teaching medical specialised courses at one university, School of Medicine in Guangzhou. Thematic narrative analysis showed that in the transition to EMI teacher, Teacher Li encountered three major identity tensions: English language face vs. content knowledge face; knowledge transmission face vs. learning facilitating face and teacher face vs. doctor or researcher face. In coping with these tensions, accommodation strategies were used accordingly. Professional identity of an amateur EMI teacher who highlighted content knowledge and transmitted knowledge with scenario-oriented questioning, experience-based cases and new ideas and the differences between China and the West-combined views. References | Related Articles | Metrics

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A study on the relationship between classroom silence and perception of classroom environment by medical students Yang Maoling, Wang Zhen, Guo Haichen, Gao Rui, Yuan Jia, Cao Depin, Yang Libin 2021, 41 (10):  891-895.  DOI: 10.3760/cma.j.cn115259-20201203-01666 Abstract ( 102 )   PDF (804KB) ( 87 )   Objective To investigate the current status of classroom silence of medical students as well as its relationship with the perception of classroom environment, to promote students' active attitude in classroom teaching, so as to provide reference for achieving participatory training model. Methods This study was performed by questionnaire investigation. In October 2020, an online survey was conducted among 7 202 medical students from four medical schools in Heilongjiang Province. The relationship between classroom silence and perception of classroom environment was analyzed by Pearson correlation tests and multiple linear regression. Results The total score of classroom silence was(2.95±0.66)which was negatively correlated with perception of classroom environment's six dimensions [teacher's positive expectation(3.77±0.72), size of class (3.05±0.89), classroom atmosphere (2.71±0.80), classroom conversation (3.06±0.73), teaching method(3.14±0.86), course setting (2.23±0.66), all P＜0.01]. After controlling the demographic variables, teachers' positive expectation predicted classroom silence(β=0.034,P＜0.01),and the other dimensions negatively predicted classroom silence(β=-0.214~-0.043,P＜0.01). Conclusions The classroom silence was identified at a moderate level and it was influenced by the perception of classroom environment. A dynamic classroom environment should be created, so as to decrease the level of classroom silence and encourage the participation of medical students in learning process. References | Related Articles | Metrics

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Online teaching based on situational learning method used for teaching histology and embryology for international students Cao Ximei, Cui Huilin, Cai Yujin, Wang Peng, Li Hairong 2021, 41 (10):  896-899.  DOI: 10.3760/cma.j.cn115259-20210202-00156 Abstract ( 97 )   PDF (823KB) ( 123 )   The online teaching with situational-based learning method is aiming at attracting every student to join the learning process. It's easier for international students to master new knowledge. This research took the teaching of histology and embryology for six-year program internatiomal students majoring in clinical medicine,enrolled in 2019 in Shanxi Medical University as an example during the prevention and control of COVID-19 pandemic. The teaching effect was evaluated by questionnaire survey, process assessment and summative test. The examination results showed that the passing rate of students' process assessment was 93.7% (74 /79) and the excellent rate was 79.7% (63/79). However, the passing rate of students' summative test was only 12.7% (10/79) and the excellent rate was 3.8% (3/79). Totally 86.6% (58/ 67) of the international students believed that the online teaching with a situation-based method was helpful for their active thinking. The situation-based online teachingis helpful for the students to participate in the classroom and the cultivation of their active thinking ability, but how to supervise the students to arrange the review reasonably after the online course and improve the results of students' summative test is a challenge to tackle with more research. References | Related Articles | Metrics

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The application of a hybrid teaching mode in the training of endoscopic spinal surgery Yi Duan, Luo Qipeng, Li Shuiqing, Jia Donglin, Meng Xiuli 2021, 41 (10):  900-904.  DOI: 10.3760/cma.j.cn115259-20210211-00205 Abstract ( 106 )   PDF (906KB) ( 79 )   Objective To explore the effect of a hybrid teaching mode in the training of endoscopic spinal surgery. Methods A questionnaire survey was adopted. Twenty-one learners, who were trained for endoscopic spinal surgery skills in pain medicine department of Peking University Third Hospital from January to June in 2020, were included in this survey to investigate the teaching effect of the hybrid teaching mode, the satisfaction of learners, and the impact of COVID-19's pandemic on the training. Results The hybrid teaching methods consisted of invasive surgery video, online teaching, simulating training and clinical practices of minimally invasive surgery. The results of survey showed that 42.9%(9/21) of the trainees were able to carry out endoscopic spinal surgery independently, and the remaining 57.1%(12/21) of the learners failed to do that even after 3 months of training. The reasons to explain this result limited resources of surgical instruments support from director of department, poor trust from patients and less clinical cases. Among the trainees who were not able to perform the surgery independently, ten of them do have the confidence to carry out endoscopic surgery on their own. All the trainees were satisfied with the hybrid training mode and 90.5%(19/21) of them thought that the COVID-19's pandemic had no significant impact on this training. Among the four teaching methods, 57.2%(12/21) of trainees thought that observation of surgery videos was the most helpful method. Conclusions The hybrid training mode during COVID-19's pandemic achieved a good result in endoscopic spinal surgery training. It was characterized by few negative impacts from COVID-19 pandemic, high satisfaction from trainees and repeatable training method. References | Related Articles | Metrics

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Application of task-driven teaching method based on WeChat platform in ophthalmology probation training Wang Shuai, Wang Xi, Zhao Li, Wang Naiqi, Li Jingmin, Zhao Qi 2021, 41 (10):  905-908.  DOI: 10.3760/cma.j.cn115259-20210226-00261 Abstract ( 88 )   PDF (827KB) ( 78 )   Objective To explore the teaching effect of task-driven teaching method based on WeChat platform applied to ophthalmology probation. Methods From September to November 2020, 354 students majoring in clinical medicine of dalian Medical University were selected as subjects, including 128 students from 2017 as experimental group and 226 students from 2016 as control group. The experimental group adopted task-driven teaching method based on wechat platform, while the control group adopted traditional teaching method. Through written test, actual practice, students and teachers questionnaire, teaching supervision evaluation comprehensive evaluation of the teaching effect. Results The results of the experimental group in written test were better than those of the control as shown by pass rate [91.6%(118/128) vs. 74.3%(168/226)], average score [(84.32±2.24) vs. (68.26±3.12)]. The passing rate in practical operation of experimental group was 95.7%(122/128), average score was (90.72±2.76).There were 83.6%(107/128) of the experimental students agreed that the new teaching mode stimulated their interest in ophthalmology, 93.0%(119/128) believed that the new teaching mode strengthened their learning outcomes of the course concerned, and 85.1%(109/128) believed that the new teaching mode promoted independent learning. According to questionnaire survey in faculty, 12 teachers believed that experimental students' self-learning before class, students' timely feedback and communication after class, and 13 teachers believed that the method created active learning atmosphere in classroom. On the basis of affirming teachers' teaching attitude and capacity, the new teaching mode is considered to be able to enrich the teaching content, mobilize the classroom atmosphere and improve the teaching effect (total score 90.25±3.55). Conclusions The task-driven teaching method based on WeChat platform has improved students' probationary performance and practical operation ability, also been widely recognized by teachers and students, which is effective, sustainable and popularizing. References | Related Articles | Metrics

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Assessment of need-oriented teaching of epidemiology for the part-time candidates of Master of Public Health Wang Yanhong 2021, 41 (10):  909-913.  DOI: 10.3760/cma.j.cn115259-20210301-00271 Abstract ( 61 )   PDF (796KB) ( 68 )   Objective To assess the need-oriented epidemiology teaching for the part-time Master candidates of Public Health (MPH students). Methods In February 2019, thirty-five part-time postgraduates with master's degree in public health who took the epidemiology course in the 2019 spring semester of Peking Union Medical College were selected as the research objects. The students' background information and learning needs were collected by the pre-class anonymous online survey. Based on the collected data, epidemiology course was scheduled. The students' final scores and satisfaction measured by anonymous online survey were used to evaluate the course. Results Totally 61.3%(19/31) of part-time MPH students have no medical background. There was a gap of learning needs between MPH with without medical background and those without medical background. However, all the students had the consistent need to improve their capacity building to apply knowledge learnt in clinical or public practice by the group discussion practice class. Based on these results, the courses were scheduled to include the teacher-centered classes for theory and students-centered case discussions in groups to improve the training knowledge application. By the end of course, 65.7(23/35) of students scored 80 or more. Totally 80.0%(28/35) of students were “very satisfied” with teacher-center classes, and the rest were “satisfied”. Conclusions The need-oriented courses are developed to meet the learning needs of students with or without medical education experience and were well evaluated by part-time MPH students with good learning outcomes. References | Related Articles | Metrics

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Causes analysis and countermeasures of medical graduates' dropping out in a university in Beijing Zhang Xueyuan, Luo Xi, Xie Chenmei, Jia Jinzhong 2021, 41 (10):  914-918.  DOI: 10.3760/cma.j.cn115259-20210517-00642 Abstract ( 81 )   PDF (841KB) ( 64 )   Objective To analyze the causes of the medical graduates' dropping out in a university and put forward countermeasures with practical experience. Methods The basic information and related data of dropouts from 2016 to 2020 were analyzed focusing on relationship between students' capacity plus results of psychological test and dropping out with by a UK psychological test. Results The annual dropping out rate in the past five years was 0.47% (108/22 978). The main reasons for dropping out were learning difficulties [50.0%(54/108)] and psychological problems [26.9%(29/108)]. In terms of psychological test, compared with the graduate students, the proportion such of ability deficiency, personality deviation of the dropouts were higher [9.26%(5/54) vs. 6.53% (535/8 188), 83.33% (45/54) vs. 75.01% (6 142/8 188)], but there was no significant difference (P＞0.05). Conclusions The main reasons for dropping out were learning difficulties and psychological problems. Therefore, it is suggested that universities give full play to the predictive role of psychological test, establish targeted preventive measures, set up a “prompt early warning elimination” system, strengthen mental health protecting mechanism and give full play to the role of tutors. References | Related Articles | Metrics

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Exploration in the professional curriculum of academic graduate students in School of Pharmaceutical Sciences, Peking University Han Jian, Zhao Guoying, Ye Min, Cui Shuang, Zeng Mengxin 2021, 41 (10):  919-922.  DOI: 10.3760/cma.j.cn115259-20210324-00394 Abstract ( 70 )   PDF (783KB) ( 57 )   Peking University School of Pharmaceutical Sciences has initiated a “top-down” reformation of professional curriculum for academic graduate students guided by the principle of “reinforcing bases and strengthening academic foreland”. By weakening the concept of secondary disciplines and promoting interdisciplinary integration, a concise but strong curriculum system has been constructed. Meanwhile, great efforts have been made to strengthen the process control and improve the teaching level. In order to cultivate first-class graduate courses and to nurture first-class pharmaceutical young talents who “understand the essence of medicine”, possess excellent practice skills and broad humanistic views, moral education was upheld and curriculum construction was focused on. References | Related Articles | Metrics

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Investigation and analysis on the implementation of standardized training for residents of traditional Chinese medicine Song Xiuling, Ge Fangfang, Chen Yuelai 2021, 41 (10):  923-926.  DOI: 10.3760/cma.j.cn115259-20210331-00438 Abstract ( 47 )   PDF (815KB) ( 34 )   Objective To investigate the effect and existing problems of the standardized training for resident doctors of Traditional Chinese medicine (hereinafter referred to as residential-training), and to provide reference for improving the quality of residential-training. Methods From September to October, 2019, a total of 278 trainees who had completed the training in the residential and training bases of Shanghai University of Traditional Chinese Medicine were selected as the research objects by using multi-stage sampling method and a self-compiled questionnaire was used. Results Of the 266 trainees involved in medical-related work, it is found that 97.4% (259/266) of the trainees were satisfied with self-evaluation of competence. Among the items evaluated, There were 17 items in which trainees were satisfied with more than 70%, accounting for 73.9% (17/23). As for the bottleneck of career development, the trainees ranked“insufficient ability to publish papers and apply for topics” as the first one [54.9%(146/266)]. As for the training content, only 4.3%(12/278) of the students thought that Chinese medicine was more important. Conclusions The students of residential training of traditional Chinese medicine have high degree of self-evaluation satisfaction of competence, and high degree of recognition of residential training. The research capacity building of trainees in residential training of traditional Chinese medicine needs to be improved, and the characteristics of traditional Chinese medicine in the training content need to be strengthened by both universities and residential training bases institutions. References | Related Articles | Metrics

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Investigation on the situation of clinical practice of oral aesthetic analysis and design for stomatological residents receiving standardized training Kong Junjun, Ye Xiyue, Peng Zhou, Yang Ziyi, Zhang Tao, Huang Cui, Liang Shanshan 2021, 41 (10):  927-931.  DOI: 10.3760/cma.j.cn115259-20210110-00045 Abstract ( 78 )   PDF (837KB) ( 63 )   Objective To investigate the performance of and influencing factors on clinical practice of oral aesthetic analysis and design for trainees receiving resident standardized training. Methods Totally 263 trainees were selected at School and Hospital of Stomatology, Wuhan University, in January 2020. The platform of “wjx.cn” was used for distribution of questionnaires and data collection. The contents of questionnaire included the general information of participants, the current situation of clinical practice of oral aesthetic analysis and design, and their self-evaluation of the aesthetic restorative capacity. Chi square test and multivariable logistic regression analysis were applied for analyzing the data. Results The results showed that 63.5%(167/263) of the trainees evaluated themselves as competent to complete clinical practice of oral aesthetic restoration; but only 33.8% (89/263) of the trainees were capable of doing the digital aesthetic analysis and design. The trainees majoring in prosthodontics had better “clinical practice capacity of oral aesthetic restoration”(OR=4.90, 95%CI:2.27～10.60), and did better in “understanding the aesthetic needs of patients”(OR=2.47, 95%CI:1.10～5.59), “digital aesthetic analysis and design”(OR=2.29, 95%CI:1.23～4.26), and “making research model and diagnostic wax pattern”(OR=2.75, 95%CI:1.43～5.28); “four licenses in one” master degree students did better in “record aesthetic information by using oral clinical digital photography”(OR=2.37, 95%CI:1.27～4.40) and “making research model and diagnostic wax pattern”(OR=1.91, 95%CI:1.07～3.41); The trainees of grade 2017 did better in “digital aesthetic analysis and design”(OR=2.41, 95%CI:1.20～4.83). Conclusions Part of trainees in standardized training of stomatological residents had mastered the relevant technologies of oral aesthetic analysis and design, and had the clinical practice capacity of aesthetic restoration. Trainees, whose major was prosthodontics, or who was“four licenses in one” master degree students, or whose grade was 2017 were more likely to perform well in these aspects. References | Related Articles | Metrics

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Application of artificial intelligence deep learning technology in difficulty predicting of medical examination questions Huang Guangshi, Zhou Mengqiang, Han Chunmei, Lyu Ping, Wu Ji 2021, 41 (10):  932-935.  DOI: 10.3760/cma.j.cn115259-20201203-01668 Abstract ( 135 )   PDF (1224KB) ( 98 )   Objective To predict the difficulty of questions used by physician qualifying examination and to accurately control the difficulty of the whole paper by using artificial intelligence (AI) deep learning technology. Methods By constructing the framework of attribute model and semantic model, the difficulty of the test questions was estimated. The results of AI prediction and experts' prediction were correlated and repeated-measures ANOVA were conducted with the actual test difficulty respectively for evaluation of feasibility and effectiveness of the AI model applied for difficulty prediction. Results For a given year's whole paper questions, the Pearson correlation coefficient between attribute model prediction and actual test difficulty was 0.266, which was slightly lower than the correlation coefficient of 0.356 between the experts prediction difficulty and the actual difficulty. There was a crossover between the confidence intervals of the two coefficients (P>0.05). The Pearson correlation coefficient between semantic model and actual difficulty was 0.512, which was higher than the correlation coefficient between the difficulty by experts' prediction and the actual test (0.356). There was no crossover in the confidence intervals of the two coefficients (P<0.05). The results of statistical analysis using one-way repeated measures ANOVA showed that there was no statistical difference only between sematic model prediction difficulty and actual test difficulty (P>0.05). Conclusions The difficulty of the test questions predicted by the semantic model is closer to the actual difficulty of the test than the difficulty predicted by the experts. So it may be applied to the pre-examination difficulty prediction, and combined with the results of the experts' prediction to jointly guide the development of test paper based a well-predicted difficulty. References | Related Articles | Metrics

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Implementation and evaluation of objective structured clinical examination for eight-year program medical students of clinical medicine in clerkship Wang Wei, Wang Ying, Li Haichao 2021, 41 (10):  936-940.  DOI: 10.3760/cma.j.cn115259-20210330-00431 Abstract ( 82 )   PDF (848KB) ( 96 )   Objective Objective structured clinical examination (OSCE) was implemented as an evaluation tool for clerkship trainees of eight-year program of clinical medicine. Its effect was evaluated in order to provide reference for its application in clerkship. Methods Forty-nine medical students of 2017 grade who were trained in clerkship in Peking University First Hospital from June 2020 to January 2021 were involved in the examination. The examination was composed of 6 stations including 2 stations for clinical history taking, 2 stations for physical examination and 2 stations for essential skills. The effect of OSCE implementation was evaluated by the students' scores of OSCE, the degree of difficulty, the degree of discrimination, the reliability of OSCE and the students' questionnaire. Results The student's total score was [9.23(8.98,9.41)]. The overall difficulty was 0.087, discrimination was 0.126 and the Cronbach α of reliability was 0.739.There were 85.7%(42/49) of the students who considered that the overall design of the assessment was reasonable, and 91.8%(45/49) of them asked for feedback from examiners. The results also showed that 81.6%(40/49), 75.5%(37/49) and 85.7%(42/49) of the students believed that OSCE well evaluated the mastery of skills dealing with medical history taking, physical examination and essential clinical skills. Most students believed that it may promote competency building, especially communicator [93.9%(46/49)] and professional capacity [71.4%(35/49)]. However, only 16.3%(8/49) of the students were satisfied with their self-performance in OSCE. Conclusions OSCE is characterized by reliability, fair discrimination and low difficulty. The evaluation of the OSCE assessment design is fine, and the feedback from examiners of the examination is needed. The assessment effect is good and can promote competency; since students have a low evaluation of self-performance, it is necessary to provide more facilities and resources to support practical training in the future. References | Related Articles | Metrics

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A comparison of residents and faculty evaluations on standard residency training Yan Yongqing, Ge Zhibin, Hu Supei 2021, 41 (10):  941-945.  DOI: 10.3760/cma.j.cn115259-20201224-01760 Abstract ( 93 )   PDF (805KB) ( 72 )   Objective To compare the evaluation on the standard residency training from the view of trainees and trainers, so to provide a reference for further improvement of residency training system. Methods This study was a questionnaire survey covering 2 053 trainees and 3 141 trainers. The data was collected and then analyzed with χ2 analysis and rank-sum test. Results There were some differences in the evaluation on the standard residency training between the trainees and the trainers. Faculty's evaluation showed paying more attention to individual teaching plans [98.7%(3 099/3 141)vs.85.7%(1 759/2 053)], the function of this plan to meet specific learning needs of each trainee [73.2%(2 298/3 141) vs. 53.6%(1 101/2 053)], strengthening the observe learning [88.9%(2 795/3 141) vs. 60.4%(1 240/2 053)], specialty-specific teaching plans[93.9%(2 951/3 141) vs. 78.0%(1601/2 053)] and evaluation feedback [93.3%(2 931/3 141) vs. 87.5%(1 796/2 053)]. The differences were statistically significant (all P<0.01). The most significant difference in the evaluation of the teaching content was researching skills, with 72.5%(1 489/2 053) of the trainees believing that the teachers lacked research skills, while only 7.1%(222/3 141) of the teachers did think so (χ2 =2 408.296, P<0.01). Conclusions The overall evaluation of standard residency training in the survey was good, but there were still differences in the evaluation between trainers and trainees. To reduce such differences, we can start by unifying the specific standards, strengthening the faculty's emphasis on research ability and developing individualized teaching plans,having targeted training programs, and allowing each base to appropriately improve the criterion according to its situation under the premise of guaranteeing the primary criterion of standard residency training. References | Related Articles | Metrics

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Analysis on the implementation outcome of Quality End of Life Care for All© Train the Trainer program in China Ning Xiaohong, Wang Mengmeng, Jiang Wei, Tan Guixian 2021, 41 (10):  946-950.  DOI: 10.3760/cma.j.cn115259-20210108-000040 Abstract ( 73 )   PDF (807KB) ( 107 )   Objective To examine the practical procedure of implementing the Quality End of Life Care for All© Train the Trainer(QELCA©TtT)program and to evaluate its impact in China. Methods From February 2020 to April 2020, data collected from the implementation of QELCA©TtT was evaluated by interviewing the staff faculty in charge of the program in China, reviewing training materials and questionnaires collecting. Results A total of 62 participants had completed the QELCA©TtT program from November 2016 to November 2019, and all of them responded to the survey. Among 62 participants, 45 of them have participated the 5-day QELCA© program independently, and 11 of them attained QELCA©TtT accreditation. Most participants[87.1%(54/62)to 93.5%(58/62)] were satisfied with the program facilities, program facilitators, program delivery and program outcome. Amongst participants who had completed the 5-day QELCA© programme, 70.0% of them(28/40)believed that they should have had standardized program materials just at the beginning of the program and 65.0%(26/40)expressed their need of funding to support for the training. For participants who had commenced on the action learning subsequent to the 5-day program, 71.1% of them (27/38)believed that they should have had support and guidance at the beginning of action learning; The results also showed that 55.3% of them (21/38) needed organizing materials of program. For participants who completed the QELCA©program and submitted their thesis as required by accreditation, 33.3% (11/33) did not fully understand the goal and requirements of the thesis and 63.6% (21/33) needed more reference materials. Conclusions The progress of QELCA © TtT training is good, and the satisfaction rate in trainees is high; The trainees have different difficulties and need assistance in different stages of the training, they need to be supported by a more specific strategy in the future. References | Related Articles | Metrics

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Experience and enlightenment of nursing education in France Gao Leiqing, Xu Li 2021, 41 (10):  951-955.  DOI: 10.3760/cma.j.cn115259-20210225-00247 Abstract ( 122 )   PDF (830KB) ( 82 )   The article introduced student enrollment and training in nursing school of France and compared to the current situation of nursing education in China. Some suggestions were given on the goal of nursing education, the curriculum development, the admission qualification of nursing practitioner and the training of nursing specialist with potential strategies for intervention in advance by nursing schools filling up the gap between nursing education and clinical nurse practice in hospital, renewing the admission standard of nursing practice as well as standardizing the training program of nursing specialist. This paper may provide reference for education remodeling of nurse and nursing specialist in China. It may also facilitate policy-making by government authority in China. References | Related Articles | Metrics

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Humanities and social science curriculum at UNMC and Tongji University School of Medicine Yang Yuhong, Sun Xiaoting, Jing Ran, Wei Chunlan, Yang Wenzhuo, Zheng Jialin 2021, 41 (10):  956-960.  DOI: 10.3760/cma.j.cn115259-20210415-00497 Abstract ( 108 )   PDF (842KB) ( 64 )   This article describes characteristics of the humanities and social science curriculum at University of Nebraska Medical Center (UNMC) and Tongji University school of medicine from the perspectives of students and medical education researchers. The background, design, format, teaching content, target population of students are compared and implications are discussed. The major differences are curriculum format and teaching content regarding health system science. Based on the comparison, following motions are proposed to optimize the curriculums of humanities and social science at Tongji University. Multidisciplinary collaboration is needed to design competency-based curriculum, while the learning objectives should address the specific issue of patient-physician relationship in China. Faculty development program and teaching assistants program are potential solutions to the shortage of small group facilitators. Furthermore, projects to improve health-care environment in affiliated teaching hospitals should be encouraged to build a better working and learning culture. References | Related Articles | Metrics