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A comparative study of equating methods applied in standardized competence test for clinical medicine undergraduates Zhang Quanhui, He Ju, Ren Jie, Zhang Ying, Lu Yan 2022, 42 (7):  577-580.  DOI: 10.3760/cma.j.cn115259-20210817-01034 Abstract ( 146 )   PDF (821KB) ( 109 )   Objective This paper analyzes equating methods applied in Standardized Competence Test for undergraduates of clinical medicine based on classical test theory (CTT) and item response theory (IRT) in order to explore a more suitable equating method. Methods The research uses four equating methods based on the CTT and six equating methods based on the IRT.CTT equating methods include Tucker observation score linear equating method,Levine observation score linear equating method, equipercentile equating smoothing method and equating standard error equating unsmoothed method. While in the one-parameter model and two-parameter model of IRT, three calibration methods are used which are linking separate calibration, concurrent calibration and fixed Item Parameter Calibration. The stability of the 10 equating results is analyzed by the equating standard error. Results The results show that the equating standard error of CTT method is 0.7~1.6, while the equating standard error of IRT method is 0.2~0.6, IRT equating standard error is smaller than CTT equating method. Among four CTT equating methods, the equating standard error of Tucker observation score linear equating method is 0.7 as the smallest one, the error of equipercentile equating method is 1.6 as the largest one. Among six IRT equating methods, the result of one-parameter model is better than that of two-parameter model and the error of fixed item parameter calibration is the smallest one in one-parameter model, which the equating standard error is 0.2. Conclusions The fixed item parameter calibration in one-parameter model of IRT can be selected as the equating method of this test. Through equating, the score of year 2 is improved, and the eligibility criteria remain unchanged, which effectively achieves the score comparability and ensures the fairness of the test. References | Related Articles | Metrics

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Construction of a core competence evaluation index for speciality of nutrition and food hygiene You Mei, Xu Meihong 2022, 42 (7):  581-585.  DOI: 10.3760/cma.j.cn115259-20211028-01324 Abstract ( 89 )   PDF (835KB) ( 81 )   Objective To develop a index of core competence evaluation for nutrition and food hygiene specialty. Methods April 2019 to October 2020, the framework of the core competence evaluation index and the item list of core competence for nutrition and food hygiene specialty were determined through reviewing research papers and expert discussion. Using the method of content validity test, experts in nutrition and food hygiene were consulted to finalize the content of the core competence evaluation system. Results Two rounds of consultation in which 13 questionnaires were distributed each time, and 12 questionnaires were recovered have the degree of authority which was 0.925. The average content validity index of the first and second round were above 0.8, and the I-CVI value of each item was above 0.83 after the scond round of consultation, all K*>0.74. After the second round of consultation, 4 dimensions with 17 items were selected. Conclusions The core competence evaluation index of nutrition and food hygiene is of great significance to the cultivation of professional talents. The results of this study provided an Objective reference for the establishment of scientific norms of talent training and potential global harmonization of professional competence for nutrition and food hygiene in future. References | Related Articles | Metrics

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Design and thoughts of eight-year track of clinical medicine in the 10th National Medical Technical Skills Competition for College Students Qi Xin, Gao Yusong, Zhang Hong, Li Yan, Liu Zhaoping, Wang Wei, Wang Ying, Li Haichao 2022, 42 (7):  586-590.  DOI: 10.3760/cma.j.cn115259-20211215-01533 Abstract ( 100 )   PDF (807KB) ( 65 )   Objective To analyze the test questions and results from the eight-year track competition of clinical medicine in the 10th National Medical Technical Skills Competition joined by medical undergraduates, discuss and evaluate the rationality and assessment efficiency, and put forward some suggestions for improvment. Methods Based on Accreditation Standards for Basic Medical Education in China(2016), the examination scope of the 10th Medical Technical Skills Competition for Chinese College Students, the Operation guide of Clinical Skills for Chinese medical students and relevant competency frameworks, the eight-year track and the results of each team were analyzed. SPSS 26.0 was used to evaluate the difficulty, discrimination and reliability of each station. The correlation between each station's score and the total score was analyzed. Results The eight-year track covers Accreditation Standards for Basic Medical Education in China and Examination Scope of the 10th Medical Technical Skills Competition for Chinese College Students. The difficulty of the silver medal competition was 0.63, the discrimination was 0.79 and the Cronbach coefficient was 0.93. The difficulty of the gold medal competition was 0.79, the discrimination was 0.81 and the Cronbach coefficient was 0.66. Items with the scoring percentage of less than 60% in the silver medal competition, included Medical Expert, Collaborator and Scholar within the CanMEDS and gathering history and performing physical examination during patient encounter, selecting and interpreting auxiliary examinations, diagnosis and differential diagnosis, developing the comprehensive management plan for patients, preparing and responding to public health events within Core Residency Entrustable Professional Activities. Conclusions The design of eight-year track is reasonable. The evaluation is accurate and the results are reliable and stable. The teams still need to improve in terms of competencies. It is suggested to design and optimize the competition of clinical medical technical skills according to relevant competency frameworks. References | Related Articles | Metrics

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Analysis on application effect of objective structured clinical examination in the national undergraduates medical technology skills competition Guo Chunqi, Liu Yongyu, Zhao Yang, Wang Chunmei, Guo Rui, Liu Jingxing, Hu Lizhi, Li Xiaoxia 2022, 42 (7):  591-594.  DOI: 10.3760/cma.j.cn115259-20211101-01336 Abstract ( 80 )   PDF (793KB) ( 60 )   Objective To evaluate the scores of Objective structured clinical examination(OSCE) in 5-year program track for undergraduates of clinical medicine and to provide suggestions to application of OSCE in the future competition. Methods According to the data analysis, we calculated the distribution, difficulty, discrimination, and reliability. Kruskal-Wallis rank test was used to analyze the relationship between scores and different classification of teams. Results The score was 160.23(145.03,174.50).The difficulty coefficient was 0.60,the discrimination was 0.20 and the Cronbach α was 0.860. The scores among different teams from double first-class universities, provincial and ministerial universities and other universities were 159.83 (156.80,177.68), 167.98 (160.51,174.50) and 146.21 (140.25,164.33) respectively. The scores among different teams from 5+3 integration, mixed and five-year team were 168.13 (159.83,196.51), 156.47 (144.67,166.93) and 157.47 (142.80,171.42) respectively.The differences were all not statistically significant (all P>0.05). Conclusions The test questions of OSCE are qualified. It has excellence to be used in the competition. The college levels and training modes of the participating teams have no effect on OSCE scores. References | Related Articles | Metrics

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Investigation and analysis on cultivation quality evaluation of 2018-2020 clinical medicine undergraduates in Tongji University School of Medicine Wang Gege, Cao Danyi, Wang Feiya, Wang Ling, Song Xinyu, Zhang Shanjun, Ma Xingyu, Xu Nan, Lei Xiaotian, Zeng Ying 2022, 42 (7):  595-599.  DOI: 10.3760/cma.j.cn115259-20220113-00054 Abstract ( 96 )   PDF (841KB) ( 90 )   Objective To investigate and analyze the cultivation quality of 2018-2020 clinical medicine graduates of Tongji University School of Medicine and to provide reference for education reformation. Methods In March 2021, clinical medicine undergraduates graduated in the period of 2018 to 2020 from Tongji University School of Medicine were selected to be evaluated for cultivation quality. According to the training quality evaluation index system of clinical medicine graduates,questionnaire was designed to investigate the training quality of graduates based on their performance in employer institutions. The satisfaction score and demand score collected from the employers were analyzed by paired t-test. Results The results showed that 93.7% (296/316) of the graduates were satisfied with the overall status of career development and 81.4% (127/156) of employer institutions were very satisfied and 17.3% (27/156) were satisfied. In the comparison between the scores of employers on their degree of satisfaction and the scores of demand by graduates,it was shown that the employer's demand for the employees was higher than that employees meet as shown by satisfaction score:the dimension of professional quality covered two items as “having a sense of responsibility and active working attitude” [(4.86±0.53) vs. (4.81±0.46), P=0.038], “good psychological quality” [(4.81±0.55) vs. (4.69±0.64), P =0.021],the dimension of theoretical knowledge covered one item as “mastering solid basic medical knowledge” [(4.76±0.60) vs. (4.73±0.51), P=0.034],the working capacity dimension covered one item as “having the capacity of research and innovation” [(4.72±0.66) vs. (4.68±0.58), P=0.043].Conclusions Graduates were generally satisfied with the current situation of personal career development and also, employers were generally satisfied with the performance of graduates. Medical schools need to strengthen the education on students' psychological quality and the cultivation of humanistic spirit, so as to improve students' professional competence. The schools also need to promote curriculum reformation concerning theoretical knowledge teaching and further consolidate students' professional foundation and to pay more attention to the building cultivation of students' research, innovation and to improve students' professional competence. References | Related Articles | Metrics

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Evaluating the consistency of different scoring methods of posterior tooth class II cavity preparation in stomatology Zhou Ruyu, You Jing, Lu Xiaoqing, Zhou Yu, Wang Juan 2022, 42 (7):  600-603.  DOI: 10.3760/cma.j.cn115259-20211103-01348 Abstract ( 58 )   PDF (794KB) ( 43 )   Objective To explore the consistency of digital outcome assessment system and traditional evaluation method in the evaluation of posterior tooth classⅡ cavity preparation, and to evaluate its application value in preclinical skill training of medical students. Methods Thirty-eight medical students from 5+3 integrated program enrolled in 2017 at stomatological college of Nanjing Medical University were selected to participate in the examination of class II cavities preparation . The prepared teeth were evaluated by digital outcome assessment system and three examiners. The Kruskal-Wallis test was used to compare the differences of scores from the four groups, and the intraclass correlation coefficients (ICC) was used to evaluate consistencies between digital outcome assessment system and examiners. Results Scores from digital outcome assessment system were 80.05(76.33,80.90) , examiner 1 were 79.50(75.75,80.00) , examiner 2 were 82.00(78.00,83.00) ,and examiner 3 were 81.00(76.00, 83.00) .There were significant differences in the evaluation results of the four groups (H=12.90, P=0.005). Scores in examiner 1 were lower than that of examiner 2, the difference was statistically significant (P=0.011); there were no significant differences in evaluation results among the other groups (all P＞0.05). The ICC values of digital outcome assessment system and the results from three examiners were all greater than 0.90, which showing excellent agreement. Conclusions There were strong consistencies between digital outcome assessment system and examiners in evaluation results. The comprehensive application of the digital outcome assessment system can reduce the individual differences by traditional scoring methods, and help improve the accuracy of student evaluations. References | Related Articles | Metrics

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Study on the educational mechanism of the second head teacher in the Peking University Health Science Center Duan Ruiyang, Zhang Jingyi, Liu Fang, Xu Shandong 2022, 42 (7):  604-608.  DOI: 10.3760/cma.j.cn115259-20211130-01466 Abstract ( 64 )   PDF (837KB) ( 72 )   In order to accomplish the fundamental task of establishing moral integrity in cultivation, Peking University has constructed a “second head teacher” system. In essence, establishment of moral integrity in cultivation is aiming for shaping of college students' values and moral behavior. Based on the situation since the implementation of the second head teacher system in school of Public Health, Peking University, this study conducted semi-structured interviews with 7 students from January 2021 to January 2022. The interview outline is designed based on social learning theory. After coding the interview text data of more than 50000 words, we extracted five themes of the education mechanism of the second head teacher system, including the establishment of trust relationship, the strengthening of trust relationship, the role of example in the process of building virtue and cultivating people, the internalization process of the role of building virtue and cultivating people, and students' feelings about the second head teacher system. The results show that it is easier for students to build a sense of trust by actively approaching students, making students feel valued and having something in common between students and teachers. A good teacher-student relationship based on a solid trust relationship helps students to follow teachers' role modeling. The role modeling of teachers may further promote students to actively accept the values transmitted by the “second head teacher” and internalize them into their own goals, so as to continuously strengthen their positive behavior and have a positive and a long-term impact on students' development. To sum up, this study analyzes the internal mechanism of the “second head teacher” system in the process of building morality and cultivating people, confirms its educational effect and has a positive reference for other medical schools to further strengthen the work of building morality of medical students. References | Related Articles | Metrics

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Analysis on the exam subjects for medical undergraduate programs with different modes of college entrance examination Wang Xia, Xu Chen, Deng Shixiong, Yan Li 2022, 42 (7):  609-612.  DOI: 10.3760/cma.j.cn115259-20210705-00841 Abstract ( 57 )   PDF (814KB) ( 47 )   This paper reviews and analyzes the changes in the exam subjects of medical specialties for medical undergraduate programs with different modes of college entrance examination before and after the promulgation of 2021 Guidelines on Undergraduate Enrollment Majors in Colleges and Universities (General Edition)(General Edition guidelines for short). This article presents the following two results. First, differences are found in the exam subjects of the same major in different modes of college entrance examination. The setting of selective exam subjects presents inevitable change from loose optional conditions to restricted mandatory conditions before and after the promulgation of the General Edition guideline. Second, physics and chemistry feature more prominently in selective exam subjects, which demonstrates the growing importance of physics, chemistry and other basic courses in the cultivation of medical talents. References | Related Articles | Metrics

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Research on development of post competency model for education administrators in medical universities Zheng Lu, Qu Wei, Wang Xiaofei 2022, 42 (7):  613-617.  DOI: 10.3760/cma.j.cn115259-20211213-01519 Abstract ( 101 )   PDF (831KB) ( 146 )   Objective To establish a post competency model for education administrators in medical universities. Methods In October, 2021, a questionnaire for post competency was developed through literature research, behavior event interview and the Delphi method. The questionnaire was distributed to 464 education administrators from 7 medical universities in Liaoning Province, and the results were analyzed by factor analysis. Results The overall reliability of the questionnaire was 0.969. According to the exploratory factor analysis, a post competency model of education administrators in medical universities has been built, which consists of four dimensions as comprehensive professional literacy, management collaboration ability, professional skill requirements and personal characteristics with 32 competency factors. Confirmatory factor analysis showed that the AVE was greater than 0.5 and the CR was greater than 0.7, which demonstrated a good convergence validity of the model. Structural equation fitting index was used to evaluate the fitting degree of the model in which, χ2/df was 2.996<3 and RMSEA<0.08. Conclusions The post competency model is well fit and may support recruitment, training and assessment of education administrators in medical universities. References | Related Articles | Metrics

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Current status and thinking out of curriculum ideology and politics in medical colleges Wang Yanping, Zhang Shue, Li Qinglin, Zhao Chenxi, Yuan Jia, Zhou Shengyan, Wang Min, Liu Xiaoning, Cao Depin 2022, 42 (7):  618-622.  DOI: 10.3760/cma.j.cn115259-20211213-01521 Abstract ( 327 )   PDF (840KB) ( 226 )   The development of curriculum ideology and politics in medical colleges is one of the key measures for the cultivation of medical education talents. This study systematically reviewed current status ofcurriculum ideology and politics in medical colleges from the aspects of teaching objectives, teaching contents, methods, assessment, preliminary results and existing problems. It is found that the following problems exist in the current practice of curriculum ideology and politics in medical colleges. The faculty engaged in specialty education has insufficient awareness of curriculum ideology and politics and not well trained for teaching capacity in this field. The challenges come from poor integration of professional courses with curriculum ideology and politics and the fast development of information networks that brings some negative influences to medical students. This paper puts forward some thoughts on the current status of curriculum ideology and politics in medical colleges. Teachers could adopt persuasion mode to carry outcurriculum ideology and politics, and to promote the penetration of ideological and political elements into medical courses following discipline development rules, in the “Internet +” era, a program of curriculum ideology and politics integrated with in medical courses has been developed in medical colleges, in order to provide references for medical educators to carry out curriculum ideological and political education teaching. References | Related Articles | Metrics

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A systematic review of the teaching practice programs on curriculum ideology and politics in clinical medicine, preventive medicine and nursing majors Zeng Qidan, Ding Xuemei, Zhang Weiwei, Zhang Xiaoli 2022, 42 (7):  623-627.  DOI: 10.3760/cma.j.cn115259-20220105-00015 Abstract ( 161 )   PDF (812KB) ( 127 )   Objective To provide a scientific basis for faculty of medical college to carry out development ofcurriculum ideology and politics via systematic reviewing the curriculum ideology and politics teaching practice in clinical medicine, preventive medicine and nursing majors. Methods Literatures about curriculum ideology and politics teaching practice of clinical medicine, preventive medicine, and nursing majors in CNKI, WanFang Data, VIP database, and China Biology Medicine disc were reviewed, which were published from inception to July 2021. Excel 2016 was used for data collection and descriptive analysis. Results A total of 17 studies were covered by the review. The results showed that the curriculum of ideology and politics teaching practice consisted of five parts: formulating curriculum ideological and political objectives, selecting ideological and political teaching materials, integrating teaching content, optimizing teaching methods, and evaluating teaching effect.Curriculum ideological and political objectives were mainly set around the socialist core values, moral cultivation and personality shaping, professional quality, and self-development. The ideological and political teaching materials were mainly from celebrity deeds and clinical cases. The teaching content integrated ideological and political materials with thematic teaching content mainly, the teaching method included case pedagogy and group discussion mainly, and the evaluation was based on academic achievement and the results of questionnaire survey mainly. Conclusions The teaching practice of curriculum ideology and politics in clinical medicine, preventive medicine, and nursing majors should be based on the teaching content, the curriculum ideological and political objectives should be matched the requirements for professional personnel training. And according to the objectives, it is to select curriculum of ideological and political materials, integrate teaching contents, optimize teaching methods, and evaluate the teaching effect from multiple angles and forms. References | Related Articles | Metrics

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Practice and improvement of scientific research training for medical undergraduates of eight-year program Lu Man, Wang Jingchao, Liu Hong 2022, 42 (7):  628-632.  DOI: 10.3760/cma.j.cn115259-20211026-01313 Abstract ( 104 )   PDF (833KB) ( 99 )   It has reached consensus that eight-year medical students need to possess certain research capacity, which relevant universities and colleges had carried out active and various exploration. Peking University Health Science Center (PKUHSC) attached importance to scientific research training. Based on its talent training objectives and the feedback from students and teacher interviews, PKUHSC optimized its research training system through early motivating students, improving the continuity of scientific research training, providing clinical research training programs in early stage of medical education and prolonging the training time. This paper through introducing the practice and reform in PKUHSC, hoped to provide reference for relevant colleges and universities. References | Related Articles | Metrics

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Application and thinking of online case-based learning in maternal and child health care Wang Hui, Wang Haijun, Zhou Hong, Liu Zheng, Luo Shusheng, Bao Heling, An Lin, Gao Yanqiu, Kang Chuyun, Zhou Qianling, Juan Juan, Zhang Xiaosong, Peng Zhenyao, Zhou Yu 2022, 42 (7):  633-637.  DOI: 10.3760/cma.j.cn115259-20220104-00009 Abstract ( 102 )   PDF (807KB) ( 82 )   Under the “regular epidemic prevention and control” circumstance, online courses are becoming the mainstream of teaching method gradually. Case-based learning can promote the communication between students and teachers through cases, enhance students' ability to find and solve problems, and bridge the gap between theory and practice. Based on the previous research, this study discusses the practical process of the design, implementation and teaching effect evaluation of online case-based learning in the course of maternal and child health in the Department of Maternal and Child Health of the School of Public Health of Peking University, and makes corresponding reflections on the characteristics of online case-based learning in enhancing the communication between teachers and students, improving students' learning ability and teamwork ability. It puts forward some suggestions to improve the design of case discussion and gradually add the content of teaching topics. References | Related Articles | Metrics

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Application of an interactive teaching model based on theme reports in teaching of biochemistry and molecular biology Ma Liwei, Yi Xia, Jia Zhuqing, Yu Wenhua, Chen Hao, Han Limin, Hao Fengxin, Wang Jiyin, Ni Juhua 2022, 42 (7):  638-642.  DOI: 10.3760/cma.j.cn115259-20220126-00112 Abstract ( 90 )   PDF (839KB) ( 62 )   Biochemistry and molecular biology (abbreviated as biochemistry) is a core course for students majoring in life science and medicine. Since 2015, the School of Basic Medical Sciences of Peking University has carried out an interactive teaching reform on biochemistry course in the form of theme reports, which involves students' analyzing and presenting common phenomena and problems in life and clinical performance based on biochemical knowledge following the teacher teaching the core knowledge. This teaching model combines learning and practicing organically and hence encourage communications between teachers and students as well as among students themselves (dual-channel). The results of the questionnaire showed that students approved that the interactive teaching mode based on theme reports could stimulate learning interest of students [90.6%(116/128)], improve students' comprehension of knowledge [93.8%(120/128)], promote their independent learning and reasoning capacity [96.1%(123/128)], strengthen their capacity building to apply the knowledge in practice [93.0%(119/128)],enhance their ability to review literature [96.1%(123/128)], and promote the communication, cooperation and mutual learning among students [89.8%(115/128)], 75.8%(97/128) of the students were willing to apply the interactive teaching model based on theme reports to other courses. This teaching mode makes up for the deficiencies of the traditional teaching, helps to improve the teaching effect of biochemistry course, and promotes the improvement of students' overall quality. References | Related Articles | Metrics

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Application of a teaching method based on real-time audio-visual feedback in the training of cardiopulmonary resuscitation Yu Wei, Liu Jin, Zhang Wen, Yuan Hui, Luo Renfeng, Zhou Bowen, Zhou Xian 2022, 42 (7):  643-647.  DOI: 10.3760/cma.j.cn115259-20211227-01585 Abstract ( 105 )   PDF (844KB) ( 55 )   Objective To evaluate the effect of teaching methods based on real-time audiovisual feedback in clinical training of cardiopulmonary resuscitation (CPR). Methods Totally 110 medical undergraduates were enrolled from Medical College of Jianghan University .The students were randomly divided into the experimental group (n=56) and the control group (n=54).The students in experimental group adopted the teaching method based on real-time audiovisual feedback and the control group adopted classic teaching method. Two groups of students conducted theoretical knowledge examinations, operational practice assessments followed by a questionnaires survey. The results of two groups were compared with the χ2 test and the t-test in order to evaluate the effect of teaching methods in two groups. Results The theoretical test scores and skill test scores of the experimental group were (27.56±8.62) and (60.02±8.46), which were higher than those of the control group (24.75±8.96) and (53.72 ±9.59). The differences were all statistically significant (P<0.05).The results of the questionnaire survey from the teachers showed that the scores of student performance (4.78±0.63) and teachers' performance (4.80±0.47) from experimental group were significantly higher than those from control group (3.69±0.46 and 3.75±0.63 respectively).The satisfaction of the experimental group students with teacher teaching, self-performance and teamwork were (4.93±0.59),(4.70±0.71) and (4.59±0.63)respectively, which were all higher than those of the control group (4.02±0.73,3.85±0.69 and 3.26±0.56 respectively ). The differences were all statistically significant (P<0.05). Conclusions The teaching method based on real-time audio-visual feedback can help to improve the teaching effect of CPR practice and improve students' satisfaction with teaching, self-expression and teamwork. References | Related Articles | Metrics

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Analysis and reflection on the clinical study status of the neurosurgery for eight-year clinical medicine students Zhang Xiao, Han Shiyuan, Gao Jun 2022, 42 (7):  648-650.  DOI: 10.3760/cma.j.cn115259-20211213-01525 Abstract ( 75 )   PDF (771KB) ( 45 )   The anatomical structure of the nervous system is complex, the proportion of microscopic and fine manipulations of neurosurgery is high, and there are many acute and critical illnesses, often involving multi-system lesions and multi-disciplinary fields. Thus, the clinical learning of neurosurgery is difficult. However,the eight-year program students in the clinical neurosurgery have insufficient study time,this puts forward higher requirements for clinical teaching and learning. This paper analyzes the problems existing in the current clinical practice of neurosurgery in domestic medical colleges and the causes of the problems by reviewing the literature combined with discussing teaching practice of Peking Union Medical College Hospital, and probes into suggestions for the clinical teaching reform of neurosurgery for eight-year program students. It is recommended to use the self-learning platform to enable medical students to understand neurosurgery in advance and establish clear learning goals; conduct scientific research guidance to guide students to correctly handle the relationship between scientific research and clinical learning; adopt medical student teaching assistant and segmented chief surgeon system to improve the basic operation skills of medical students, and lay a good foundation for the eight-year students to enter the neurosurgery to engage in clinical work after graduation. References | Related Articles | Metrics

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Research progress and expectations on the application of multi-disciplinary team model in clinical nursing practice teaching Jing Xuebing, Wang Shuo, Han Qingkun, Fang Xiaojie, Wei Yulian, Qiao Juan, Cui Hanfei 2022, 42 (7):  651-655.  DOI: 10.3760/cma.j.cn115259-20211222-01564 Abstract ( 314 )   PDF (843KB) ( 134 )   Clinical training in China has developed rapidly with widely implementation of up-to-date pathway like experiential teaching, problem-based learning, case-based learning. The multi-disciplinary team (MDT) as a new model is also widely used in clinical training of nurse. This article reviewed the concept, development situation, implementation model, teaching quality, existing problems and future development of the training and so to provide experience and enlightenment for the implementation of MDT model in China in order to support development of MDT model which matches the current situation of healthcare and resources in China. References | Related Articles | Metrics

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Evaluation and feedback analysis on the effect of remote retrial interview for professional master candidates of clinical medicine Xu hao, Yu Yanyan 2022, 42 (7):  656-660.  DOI: 10.3760/cma.j.cn115259-20211229-01598 Abstract ( 63 )   PDF (840KB) ( 37 )   Objective To analyze the effect of evaluation and of feedback from online interview in Unified National Graduate Entrance Examination for professional master candidates of clinical medicine at a medical college,and to explore the effectiveness and feasibility of the online remote interview in the background of COVID-19 pandemic. Methods From March to May of 2021, 117 examiners who participated in the retrial at a medical college in Beijing from 2019 to 2021 were investigated by a questionnaire survey. The survey covers their satisfaction with online remote interview,the selection of clinical skill operation assessment methods for clinical skills and the main problems existing in the online remote interview. Fisher's exact test was used for statistical analysis. Results It was found that 97.4% (114/117) and 93.2% (109/117) examiners thought the candidates met their expectations in traditional offline interview in 2019 and in the online interview in 2020 respectively without statistical difference (P=0.215) and 84.6%(99/117) were satisfied with the retrial by online intervies. The examiner gave the highest score (2.53 points) on “sharing the screen to play the pre recorded video with non-standard clinical operation links, and the candidates can watch it and correct it synchronously”. The examiner thinks that the top three problems in the interview were as follows: Difficult to directly acknowlege examinee's personality and mental health [78.6% (92/117)], difficult to evaluate the examinee's clinical skill [77.8% (91/117)], sponge on achivability of network and hardware equipment [76.1% (89/117)] and it is impossible to directly observe the examinee's individual characteristics [76.1% (89/117)]. There are 61.5% (72 / 117) of the examiners believed that the online remote interview can not replace the offline interview. Conclusions The retrial examiners are satisfied with the candidates through remote interview as a retrial method. The quality of the candidats in the online interview is not significantly different with those joining offline interview. It is considered by the examiner the best way to assess clinical skills for candidates to watch clinical operation videos and correct errors synchronously. However, the remote online interview cannot completely replace the traditional offline interview. The remote interview still needs to enhance the pertinence of the investigation of the individual characteristics of candidates and a standardized clinical skill assessment methods and network support are needed. References | Related Articles | Metrics

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Status quo and thinking of MPH curriculum structure in 7 colleges and universities of western China Meng Peijun, Huang Lihua, Zhao Yuhang, Wang Suhua 2022, 42 (7):  661-664.  DOI: 10.3760/cma.j.cn115259-20210218-00214 Abstract ( 98 )   PDF (815KB) ( 59 )   The master of public health (MPH) curriculum is very important to improve the quality of talent training. To optimize curriculum structure of MPH in western colleges and universities, a survey had been conducted from curriculum structure. The main problem of the curriculum structure in 7 representative colleges and universities in western China are the lack of an independent and distinctive curriculum system, the lack of applied courses in terms of course content, the lack of normative practice training in curriculum teaching, etc. It is recommended to optimize training objectives and curriculum settings, and to increase the proportion of applied courses and practical training courses, in order to provide reference for the cultivation of MPH professionals in western my country. References | Related Articles | Metrics

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Current situation of the midwifery skills on dystocia among 154 hospitals in Zhejiang Province Su Chang, Zhou Menglin, Chen Danqing 2022, 42 (7):  665-669.  DOI: 10.3760/cma.j.cn115259-20211025-01311 Abstract ( 56 )   PDF (804KB) ( 24 )   Objective To investigate and analyze the situation of midwifery skills on dystocia among employees from different hospitals and related medical staff in Zhejiang Province. Methods Totally 1 162 in-service staff from 154 hospitals in Zhejiang Province in 2021 joined the project in 2021. Chi-squared test was used to compare the situation of midwifery skills on dystocia from different hospitals. The results were expected to improve the management capacity on dystocia for midwives in these hospitals. Results Among the 154 hospitals, the overall conducting rates of midwifery skills were different, management of shoulder dystocia and forceps operation/fetal head absorption were most likely to be provided by hospitals [with the proportions as 54.5% (84/154), 55.2% (85/154), respectively], and other skills were less provided; and the conducting rate of three midwifery skills were higher in Level-III hospitals than those in Level-II hospitals, including forceps operation/fetal head absorption[68.0%(51/75) vs. 43.9%(29/66)], vaginal delivery of twins[29.3%(22/75)vs. 7.6%(5/66)] and abdominal version for breech presentation [36.0%(27/75) vs.12.1%(8/66)], the differences of were all significant (P<0.05). As for midwives and obstetricians, the mastery rates of different skills varied. However, 26.7%(310/1 162) of them actually do not master any skills. Conclusions The conducting rates of midwifery skills on dystocia were not satisfying among hospitals in Zhejiang Province, and the managing capacity for dystocia of the midwives and obstetricians needs to be improved, the measures should include reasonable resources allocation, supporting first and second-level hospitals, strengthening the standardized training and clinical practice of midwives based on an individualized strategy for midwives with different training experience. References | Related Articles | Metrics