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Research on the construction path of education mode guiding reflective practice in medical colleges based on ecological community theory Li Qinglin, Liu Jiangheng, Cao Depin, Tian Jing, Yang Libin, Bo Hong, Guo Qingfeng, Guo Jinsong 2022, 42 (1):  1-5.  DOI: 10.3760/cma.j.cn115259-20210706-00853 Abstract ( 192 )   PDF (877KB) ( 170 )   Reflective performance under the guidance of reflective theory plays an important role in the training of medical talents, while the integrity of reflection requires the cultivation of individual ability and the construction of reflection context. However, in the field of medical education, there is a lack of comprehensive examination of the participants and functional elements in reflective practice. In order to strengthen the construction of reflective context, this paper analyzes the internal logic for education mode development guided by reflective theory in medical colleges based on the perspective of ecological community theory. The article also expounds the external characteristics of the overall coordination, multiple openness and dynamic balance of education mode among reflective practice in medical colleges based on ecological community theory. The authors try to propose the internal and external ecological construction pathway for the development of education mode based on ecological community theory, which includes balancing the internal ecological in medical colleges' education mode among reflective practice, coordinating the external ecological in medical colleges'education mode among reflective practice and promoting the internal and external ecological cycle in medical colleges' education mode among reflective practice. References | Related Articles | Metrics

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Design and practice of ideological and political education through curricula integrated teaching of human anatomy Xu Fengyan, Liu Baoquan, Cao Bo, Wu Shuliang, Sun Liang, Li Yimin 2022, 42 (1):  6-10.  DOI: 10.3760/cma.j.cn115259-20210413-00480 Abstract ( 340 )   PDF (893KB) ( 372 )   There are many ideological and political elements in human anatomy. Excavating and refining the ideological and political elements contained in human anatomy course, combing the entry points of professional knowledge and ideological and political elements, and integrating them into all links of course teaching will help colleges and universities to promote and implement curriculum ideological and political education. Taking the teaching of human anatomy course of students enrolled in 2020 majoring in clinical medicine and clinical pharmacy in Harbin Medical University as an example, this paper described the design and implementation process of the ideological and political education integrated with blended teaching in the course of human anatomy, and evaluated the teaching effect by questionnaire survey. The results showed that 87.6%(148/169) of the students were satisfied with understanding the meaning of life; 84.0%(142/169) of the students were satisfied with the overall teaching design; 82.8%(140/169) of the students were satisfied with improving health literacy; 81.1%(137/169) of the students were satisfied with clarifying responsibility and mission. Among them, the satisfaction of students majoring in clinical medicine with the ideological and political effect of clarifying responsibilities and missions was higher than that of students majoring in clinical pharmacy, accounting for 87.9%(80/91) and 73.1%(57/78) respectively, and the difference was statistically significant (P=0.014). Therefore, the integration of ideological and political education with a blended teaching of human anatomy can expand ideological and political education and be widely recognized by students. References | Related Articles | Metrics

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Teaching medical English combined with ideological and political education from the perspective of medical humanities education Wang Zongzhong, Lu Yiyuan, Guang Yihui, Zhou En 2022, 42 (1):  11-15.  DOI: 10.3760/cma.j.cn115259-20210513-00629 Abstract ( 246 )   PDF (896KB) ( 215 )   Medical humanities education and ideological and political education bear some similarities but also differences. Medical English course needs to achieve the goal of ideological and political education for medical students. On the basis of medical humanities, this paper evaluated various elements of ideological and political education in the process of teaching medical English including textbooks, stories of famous individuals in the history of traditional Chinese medicine (TCM), retrieving international medical literature, guided reading of English medical news reports and learning TCM in English, so as to accurately enhance students' awareness of medical ethics, medical sincerity, medical humanities, and recognition of the concept of global health and confidence in TCM culture. The paper asserts that medical English courses should coordinate with others to cultivate healthcare talents with exquisite medical skills and noble medical ethics in the new era. References | Related Articles | Metrics

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Construction of a teaching case base for ideological and political education in curriculum teaching of clinical medicine Long Juan, Wen Chenting, Wang Qian 2022, 42 (1):  16-19.  DOI: 10.3760/cma.j.cn115259-20210317-00360 Abstract ( 435 )   PDF (843KB) ( 366 )   The construction of a case base for ideological and political theories teaching used by faculty has been proved to be able to improve effectiveness of education of ideological and political theory and promote medical education. Based on the mission of medical education and the principle of science, practice and system organization, the case base is composed of four parts: cases of medical history, medical scientists, clinical diagnosis/treatment and doctor-patient relationship. The education aims at shaping their ideals and beliefs, dedication, and scientific spirit, develop their dialectical, critical thinking capacity, humanistic and teamwork spirit and thus build an interrelated and complimentary competence structure. The development of a highly qualified case base requires the cooperation of faculty from different specialties and college authority should take effective measures to ensure the construction and use of the case base. References | Related Articles | Metrics

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Research on medical professionalism based on a text analysis of news during the period of COVID-19 pandemic prevention and control Ding Ning, Zhou Xiaobei, Li Honghe, Xin Chunyu, Song Xinzhi, Cui Xuemei, Wen Deliang 2022, 42 (1):  20-23.  DOI: 10.3760/cma.j.cn115259-20210520-00664 Abstract ( 106 )   PDF (846KB) ( 88 )   Objective To understand medical professionalism based on the news reports during COVID-19 pandemic. Methods The data were collected from China News Network dealing with COVID-19 from January 23 to April 8, 2020, and manually tagged the vocabulary of relevant medical professionals. Delphi method was used to classify the vocabulary and to establish the framework of physician professionalism during the pandemic. Based on the statistical analysis on the quantity of related news reports and key words, the evolution of professionalism news theme was shown. Results Totally eight subdomains of medical professionalism was identified as respecting and protecting lives, healing the wounded and rescuing the dying, willingness to dedication, love without borders, solidarity and cooperation, responsibility for duty, confidence and firmness and fearlessness and bravery. Conclusions The subdomains of confidence and firmness, and fearlessness and bravery are the specific patterns of medical professionalism during COVID-19 pandemic, which are manifested by the confidence in working together to fight against the pandemic and the heroic spirit. Medical educators should add these contents in the process of teaching medical professionalism. References | Related Articles | Metrics

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An empirical study on the construction of critical thinking by medical college students through training with elective course of innovative thinking training of basic medicine Chen Zixu, Luo Ziqiang 2022, 42 (1):  24-28.  DOI: 10.3760/cma.j.cn115259-20210602-00708 Abstract ( 115 )   PDF (892KB) ( 117 )   Innovation thinking training of basic medical course is aimed at capacity building of innovation and critical thinking for medical students and has been implemented in Central South University for two years.This project initiated the research training as a pilot course in the second semester of 2020-2021 academic years, expounded the curriculum design, teaching process and evaluated the teaching effect. The results showed thatall the students that participated in the course gained scores over 80 points in the final assessment, and 63.6%(14/22)of the students gained scores over 90 points. All the students passed the course(≥60 points). The score of critical thinking was significantly higher than that before the course [(302.64±41.34) vs. (287.95±25.90), P=0.015]. The curriculum design combined innovation thinking and training of basic medical science research with clinical cases, which facilitated the training outcomes of medical students. References | Related Articles | Metrics

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Analysis on the local practice of narrative medicine Li Fei 2022, 42 (1):  29-33.  DOI: 10.3760/cma.j.cn115259-20210604-00725 Abstract ( 179 )   PDF (877KB) ( 123 )   This paper traces back the formative research of narrative medicine and draws a relatively complete diachronic clue. The theoretical and practical basis of narrative medicine is discussed in order to understand the origin of the term coined by Rita Charon. Meanwhile, this paper emphasizes the importance of multidisciplinary and critical perspectives by related research on medical anthropology. On the basis of expounding the present situation of narrative medicine education in China and in other countries, this paper summarizes the characteristics of specific approaches in China for promoting the local practice of narrative medicine education. References | Related Articles | Metrics

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The relationship between extracurricular physical exercises and physical self-esteem of medical students Lu Feng, Wang Shuxin 2022, 42 (1):  34-37.  DOI: 10.3760/cma.j.cn115259-20210519-00659 Abstract ( 111 )   PDF (878KB) ( 98 )   Objective To understand the participation of medical students' extracurricular physical exercises and explore the relationship between medical students' extracurricular physical exercises and their physical self-esteem, so as to provide references for physical training of students and physical education in colleges. Methods Questionnaire survey was used. In November 2020, totally 291 medical undergraduates enrolled from 2018 to 2020 in a college in Beijing were selected as the research objects and their extracurricular physical exercise, physical self-esteem were evaluated through physical activity rating scale-3 and physical self-perception profile. The survey data were analyzed by t-test, ANOVA, nonparametric rank sum test and spearman correlation analysis. Results The scores of male students in exercise volume[24.00(28.00) vs. 12.00(18.00)], physical self-esteem [(66.79±15.08) vs. (62.56±17.55)] were significantly higher than those of female students(all P<0.05). The total physical self-esteem scores of medical students who exercise with high volume (77.69±21.62) and medium volume (70.82±14.30) were significantly higher than those of small exercise volume (59.66±14.32) (all P<0.01). The correlation coefficients between the volume of extracurricular physical exercise of medical students and the dimensions of physical self-esteem were physical self-worth (rs=0.292), sport competence (rs=0.382), and physical condition (rs=0.427), attractive body (rs=0.270), physical fitness (rs=0.334)(all P<0.001). Conclusions Male students and medical students whose extracurricular physical exercise is moderate or above have higher levels of physical self-esteem. The volume of exercise is positively correlated with the level of physical self-esteem of medical students. Medical students should increase the volume of exercise so as to increase the level of physical self-esteem. References | Related Articles | Metrics

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Exploration of trans-disciplinary teaching methods in medical education Chen Ruian, Wang Linlin, Zhu Chaoyang, Bao Jiali 2022, 42 (1):  38-41.  DOI: 10.3760/cma.j.cn115259-20210531-00700 Abstract ( 196 )   PDF (851KB) ( 163 )   The new medicine is an important education strategy put forward by the Ministry of Education of China to cultivate outstanding medical talents and scientists. Trans-disciplinary integration and mutual penetration are important connotation to realize the construction of the specialty. This paper takes the combination of medical and engineering as an example to explore trans-disciplinary teachings, and suggests two teaching methods of the trans-disciplinary cross knowledge based on clinical problems and the clinical optimal solution analysis based on the knowledge from different disciplines. A questionnaire survey was conducted among 150 junior and senior students majoring in clinical medicine at Zhejiang University who joined the course of the clinical application of medical instruments. The results showed that 95.3% (143/150) students thought that this course could better help them learn relevant clinical medicine courses, 93.3% (140/150) students thought that this course was highly analytical, and 88.7% (133/150) students thought that this course could develop solutions to problems. The conclusion is that adding trans-disciplinary education can better promotes the study of other medical knowledge. References | Related Articles | Metrics

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Application of problem-based learning combined with case three-dimensional teaching method in skill training for students majoring in rehabilitation therapy Jiang Xiaocui, Liu Zhen, Lu Fei, Zhao Qin, Su Qinglun 2022, 42 (1):  42-45.  DOI: 10.3760/cma.j.cn115259-20210616-00752 Abstract ( 180 )   PDF (849KB) ( 238 )   Objective To explore the effect of problem-based learning (PBL) combined with case three-dimensional training method (CTTM) for students majoring in rehabilitation therapy. Methods Experimental control method was used in this project. From June to December 2020, 60 undergraduates majoring in rehabilitation therapy were enrolled in Kangda College of Nanjing Medical University. The students were randomly divided into experimental group and control group with 30 in each. At the end of the class, the two groups were evaluated for theoretical and practical results and questionnaire survey. χ2 test was used for comparison between counting data groups, and independent sample T test was used for comparison between measurement data groups. Results The theoretical test scores and skill test scores of the experimental group were significantly higher than those from the control group [(82.10±5.33) vs. (73.67±7.41), (84.07±3.91) vs. (73.50±7.20)](all P＜0.05). The results of the questionnaire showed that the score of improving learning interest, clinical reasoning, discussion participation and practical operation of experimental group was significantly higher than that of the control group [(13.97±4.47) vs. (10.60±4.06), (14.03±4.81) vs. (10.47±4.61), (13.93±4.39) vs. (10.10±4.99), (13.13±5.21) vs. (9.20±3.72)] (all P＜0.05). Conclusions PBL combined with CTTM improves the training outcomes of professional competence of undergraduates majoring in rehabilitation therapy, capacity building of clinical practice, clinical reasoning, and thus overcomes the barriers in traditional teaching method. References | Related Articles | Metrics

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The effectiveness of blended teaching method based on Canvas platform in the training of evidence-based medicine for postgraduates Liu Zuoxiang, Liu Fengqi, Liu Yingli, Wu Shanshan, Li Zhixia, Wu Tao, Zhan Siyan, Sun Feng 2022, 42 (1):  46-49.  DOI: 10.3760/cma.j.cn115259-20210426-00556 Abstract ( 110 )   PDF (850KB) ( 115 )   Objective To evaluates the teaching effect of blended teaching mode based on Canvas platform in evidence-based medicine course for postgraduates. Methods Totally 29 postgraduates who had completed learning of evidence-based medicine were enrolled as research objects.The blended method was implemented by traditional offline teaching supplemented with Canvas platform supported online teaching.At the beginning of the first class and the end of the last class, the same questionnaire was used to investigate students' understanding of knowledge of course, number of literature readed, capacity of retrieving and reading literature. Rank-sum test is used for rank variables, and χ2 test is used for binary variables. Results After the course, the percentage of students who had better understanding of 23 knowledge points were significantly increased such as key assumptions of network meta-analysis from 24.1%(7/29) to 89.7%(26/29) and definition of network relationship diagram from 3.4％(1/29) to 89.7%(26/29).But the number of students who read more than 20 medical literatures per month was still 10. The number of students who could skillfully use literature retrieval tools increased from 17 to 21. There was no statistically significant difference in the capacity of literature reading and literature retrieval (all P≥0.05). Conclusions The blended teaching mode based on canvas platform has achieved good result in improving the understanding of relevant knowledge of evidence-based medicine courses for postgraduates, while the changes in literature reading quantity, literature retrieval and reading ability of students were not significant. References | Related Articles | Metrics

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Application of blending teaching methods combined with self-evaluation in the training of clinical operation skill for medical students Huang Yilin, Li Ya, Li Xiaole, Wang Zhengyang, Huang He 2022, 42 (1):  50-54.  DOI: 10.3760/cma.j.cn115259-20210304-00295 Abstract ( 136 )   PDF (866KB) ( 136 )   Objective To explore the effect of blending teaching methods combined with self-evaluation for clinical operation skill training of undergraduates. Methods A total of 24 undergraduates from a five-year program of clinical medicine enrolled in 2016 were selected in June, 2020. The students were randomly divided into experimental group and control group with 12 in each. Blending teaching methods combined with self-evaluation was adopted in experimental group, while traditional teaching method was adopted in control group. Both groups were evaluated by Objective structured clinical examination (OSCE) before the end of the internship. On the day after the weekly operation, the self-assessment of direct observation of procedural skills was conducted in the experimental group. Results The OSCE scores from experimental group(89.55±6.88)and control group(83.29±6.80) were different (P=0.03). Students' self-evaluation of good aseptic concept increased from (4.00±0.85) to (4.25±0.75), and their coping and communication skills increased from (4.33±0.78) to (4.50±0.90) in experimental group. Conclusions The clinical operation skill of medical students can be improved by blending teaching methods combined with self-evaluation. Students' aseptic concept and communication skills are also improved. References | Related Articles | Metrics

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Application of simulation-based training in the ultrasound-guided regional anesthesia teaching program Lin Zengmao, Kong Hao, Zhang Feng, Li Xue, Huang Da, Zhang Hong 2022, 42 (1):  55-59.  DOI: 10.3760/cma.j.cn115259-20210521-00669 Abstract ( 113 )   PDF (913KB) ( 99 )   Objective To evaluate the effectiveness of simulation-based training in the ultrasound-guided regional anesthesia teaching program. Methods This prospective assessor-blind randomly controlled trial was conducted in the hospital from November 2019 to October 2020. Thirty anesthesia trainees from clinical rotation program of anesthesiology residence training project were randomly divided into workshop group (WG) or the control group (CG) for pre-technical procedure training on UGRA. Following didactic lectures, simulation-based workshops were performed only for the WG. All trainees were assessed by written examination, ultrasound scanning and anatomy recognition in human body and ultrasound-guided target injections into pork mass. The scores of examination, drawing anatomy, the sonographic proficiency ,nerve recognition and the time taken to perform the injections as well as the errors were all recorded and analyzed. Difference of measurement data was compared by t-test or rank-sum test. Results The simulation-based training program significantly decreases the time taken for target injections in the WG as compared with that in the CG [188.0(53.5) s vs. 219.0(70.5) s, P=0.006]. The total errors score was lower in WG than in CG [5.5(4.5) vs. 10.0 (8.5), P=0.001]. The drawing anatomy score (33.8±5.4 vs. 28.5±6.1), sonographic proficiency score (37.8±5.9 vs. 24.5±7.4) and the nerve recognition score (7.1±1.9 vs. 4.6±2.3) were all higher in the WG than that in the CG (all P<0.05). Conclusions For anesthesia trainees, the simulation-based training program can improve the UGRA skills and support the building of clinical competence. References | Related Articles | Metrics

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Research on the curriculum construction standard of undergraduate pediatic rehabilitation Meng Lijiao, Ge Yanlei, Wei Qingchuan, Peng Panxing, Pang Xiaofan, Yang Yonghong, Yang Lin 2022, 42 (1):  60-64.  DOI: 10.3760/cma.j.cn115259-20210623-00801 Abstract ( 88 )   PDF (900KB) ( 60 )   Objective To develop a standard of pediatric rehabilitation curriculum for undergraduate rehabilitation specialty. Methods Two rounds of questionnaire were conducted to 23 experts nationwide by Delphi method.The importance assignment of all indicators and the coordination degree of expert opinions were calculated. Results The positive coefficient of experts in two rounds were 95.7%(22/23) and 91.3%(21/23). The authority coefficient were 0.81 and 0.79. The coordination coefficient were 0.410 and 0.262 (all P<0.05). A standard of undergraduate pediatric rehabilitation curriculum construction consisting of 9 first level and 20 second level indicators was finally established. Conclusions The standard of undergraduate pediatric rehabilitation curriculum construction constructed in this study is authoritative and scientific, and covers the needs of internationalization and localization, which helps to promote the cultivation of students' ability. References | Related Articles | Metrics

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Investigation and analysis of current status of research capacity training for academic medical graduates under the background of “Double First-Class” construction Liang Mi, Zhao Hongyan, Zhang Yuanyuan, Gao Shuchun, Zhou Tao, Fu Yao, Jiang Guanchao, Kong Yuan 2022, 42 (1):  65-69.  DOI: 10.3760/cma.j.cn115259-20210705-00848 Abstract ( 141 )   PDF (871KB) ( 134 )   Objective To understand the current status of academic medical graduates training system in the context of “Double First-Class” construction, and to provide reference for optimizing the system for the development of research capacity of medical graduates. Methods Totally 317 academic medical graduates were selected from Peking University Health Science Center, and a questionnaire was conducted to evaluate the training of academic medical graduates under the background of “Double First-Class” construction in July 2020. Results Of the 317 academic medical graduates, 68.1%(216/317) were able to take the initiative to learn about advances in their field of research, 42.0% (133/317) were experienced in interdisciplinary cooperation cultivation, 63.1%(200/317) enabled supervisor-led translational medicine research, and 50.5%(160/317) participated actively in international academic exchange activities such as international academic conference submissions and presentation. However, of all respondents, 51.4%(163/317) perceived a lack of initiative on their own part, 30.9%(98/317) had a low frequency of subject presentation, 25.2%(80/317) were dependent on supervisors to advance their projects, and 47.3%(150/317) still had no interdisciplinary cultivation experience. Conclusions Academic medical graduates have a good view of the cultivation pattern for research capacity in our center under the construction of “Double First-Class”. However, there is still effort to be made for improving the initiative of graduates, strengthening the guidance role of supervisors, implementing trans-disciplinary cooperation and carrying on translational medicine research. Fully playing the important role of the two main protagonists of scientific research (supervisors and students), strengthening interdisciplinary collaborative graduate training, and putting translational medicine research into practice are feasible strategies to cultivate top-level innovative talents and support scientific research. References | Related Articles | Metrics

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Difference analysis and thinking of online teaching for medical statistics of graduates of different cultivation types Chen Hui, Wu Wenfang, Zhou Zhen, Zou Tong 2022, 42 (1):  70-74.  DOI: 10.3760/cma.j.cn115259-20210422-00532 Abstract ( 72 )   PDF (895KB) ( 78 )   Objective To investigate the situation of online teaching for medical statistics of graduates of different cultivation types. Methods A total of 240 graduate students who took part in the medical statistics courses in Capital Medical University were investigated with self-made questionnaire on the teaching effect, teaching methods, and teaching content. Results of single choice questions were analyzed by ordinal logistic regression. For multiple choice questions, results of the whole question were analyzed by generalized estimation equation with logit linkage function, while results of each option was analyzed by binary logistic regression. Results A total of 240 valid questionnaires were collected. In terms of learning status, compared with the regularly enrolled students, in-service students had more difficulty to attend classes on time (OR=2.931, 95%CI: 1.435~5.986), and spent more time on after-class review (OR=2.077, 95%CI: 1.249~3.454). From the perspective of learning process, doctoral students had higher overall requirements for homework than Master degree candidates (OR=1.792, 95%CI: 1.345~2.388), and in-service students hoped to have more teaching links than regularly enrolled students (OR=1.501, 95%CI: 1.126~2.001). From the perspective of learning gains, doctoral students gained more in all aspects (OR=3.936, 95%CI: 2.150~7.205). For the proportion of online teaching, in-service students tended to have a larger proportion (OR=2.994, 95%CI: 1.727~5.021). The above differences were statistically significant (all P<0.05). Conclusions The graduate students of different cultivation types have differences in learning time allocation, requirements for after-school homework, expected proportion of online and offline teaching, and learning gains. Online or online-offline hybrid teaching of medical statistics for graduates should be designed to meet the needs of students with different characteristics and different cultivation types. References | Related Articles | Metrics

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Investigation on the status quo of collaboration performance of standardized residency training programs in China Liu Jing, Li Mingli, Zeng Qingqi, Gao Jie, Wang Jianliu 2022, 42 (1):  75-79.  DOI: 10.3760/cma.j.cn115259-20210222-00227 Abstract ( 140 )   PDF (859KB) ( 111 )   Objective To understand the current situation of collaboration in standardized residency training program in China, so as to provide basis for the development of collaborative strategy to strengthen the mechanisms for standardized residency training. Methods In July 2020, with the assistance of Chinese Medical Association, a questionnaire survey was conducted on the current situation of collaborative training for residents of standardized residency training programs in China. The contents of the questionnaire survey were residents' collaborative training plan, collaborative training rotation time, collaborative training effect and main problems in collaborative training. Descriptive statistics were used to analyze the survey results. Results A total of 83 053 residents are covered by the questionnaire survey. There are 29.61%(24 595/ 83 053)of the residents need to carry out collaborative training. The collaborative training rates of different specialties are quite different. Psychiatry, medical genetics, general practice of traditional Chinese medicine and general practice have the rate of collaborative training performance more than 40%. About 72.93% (60 570/ 83 053)of the residents transfer to the collaborative hospitals with collaborative training program because of the reasons like “lack of some departments or diseases”. About 32.24% (7 929/24 595)of the residents hope to get the training in hospitals with collaborative program for more than one year. About 80.81% (19 875/24 595)of the residents rank that the effect of collaborative training was “very good” or “good”. Residents believe that the main problems in collaborative training are as follows: different payment to trainees in different training hospitals [33.44%(8 224/24 595)], the training quality of collaborative hospital is not well controlled [32.72%(8 048/24 595)]. Conclusions Collaborative training has been widely initiated for the standardized residency training programs in China to meet the needs because it significantly improved the outcomes of training. However, there are still some problems like impure purpose, unclear quality assurance mechanism and lack of supervision. Collaborative training needs to be standardized constantly to ensure the quality of standardized residency training program. References | Related Articles | Metrics

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Analysis on the question items with contraindication options in Japan's Medical Licensing Examination and its enlightenment Liu Kan, Zheng Shuyuan, Shao Lin, Zhuang Ran, Wang Zhenyu, Xiao Tian, Tian Tian 2022, 42 (1):  80-84.  DOI: 10.3760/cma.j.cn115259-20210616-00748 Abstract ( 112 )   PDF (859KB) ( 80 )   Japan's Medical Licensing Examination regards the examinees' choice of question items with contraindication options as an important eligibility criterion. By analyzing the strategy and purpose of proposing question items with contraindication options of examinations from 2018 to 2020, this article finds that Japan's Medical Licensing Examination has brought the deeds of relative contraindications which may do harm to patients into the category of contraindications, thus expanding the connotation. Of the examination questions, the simulated clinical scenarios convey a sense of tension and preciseness to the examinees. Question items with contraindication options are randomly selected to urge examinees to remain vigilant at all times and develop their sense of respect for life. The above-mentioned features are worthy of consideration and reference. It is advisable that China's Medical Licensing Examination should be proposed to expand the connotation of the integrated question items of medicine and humanities, making the question items in line with clinical practice and constantly strengthening examinees' patient-centered concept. References | Related Articles | Metrics

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Characterization and revelation on clinical diagnostic reasoning workshop in University of Alberta Zuo Tianming, Zheng Bin, Ding Ning 2022, 42 (1):  85-88.  DOI: 10.3760/cma.j.cn115259-20210618-00767 Abstract ( 85 )   PDF (955KB) ( 95 )   Clinical reasoning is one of the core competencies for all clinicians. It has been a central topic of medical education and studied by many health institutes around the world. The University of Alberta is one of the leading institutes in teaching clinical diagnosis reasoning. This article introduces three themes of training for clinical diagnosis reasoning using in the University of Alberta. The three themes include the fundamental theories, effective questioning techniques to foster clinical diagnosis reasoning, and tools that are available for assessing clinical diagnosis reasoning. The experience from University of Alberta may help medical educators in China to build an effective faculty development program and strengthen the training of clinical diagnosis reasoning for medical students in China. References | Related Articles | Metrics

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The training mode of physiotherapy for master degree candidates in the United Kingdom and its implications Zhang Xuan, Liang Sen, Liu Guirong, Liu Yuanwen, Hu Xiquan 2022, 42 (1):  89-93.  DOI: 10.3760/cma.j.cn115259-20210706-00852 Abstract ( 109 )   PDF (864KB) ( 92 )   The talent training of rehabilitation (physiotherapy) in China began quite late, so it is different to the training programs as well as training modes from the United Kingdom and other developed countries. The postgraduate training system of physiotherapy in UK is perfect and the curriculum is reasonable. This article introduces the training goal, training process, curriculum development, teaching content, teaching method and student evaluation of British master of physiotherapy, and learn from British experience. In China, training of rehabilitation (physiotherapy) for master degree candidates needs to develop specific academy for rehabilitation talent training, to strengthen the team building of supervisors, design more training types, improve the professional entrance examination, curriculum setting, teaching method and learning outcome evaluation. References | Related Articles | Metrics