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The effect of organ-system-based integrated teaching mode applied to the curriculum of digestive system for eight-year program medical students during clerkship rotation Zhou Xin, Tao Ming, Cui Long, Wang Hangyan, Zhang Li 2022, 42 (9):  769-773.  DOI: 10.3760/cma.j.cn115259-20220112-00048 Abstract ( 208 )   PDF (826KB) ( 146 )   Objective To explore the application of organ-system-based integrated curriculum teaching mode on clinical clerkship of digestive system for eight-year program medical students,thus providing reference for the teaching reform. Methods From September to December 2021, 114 medical students from grade 2018 (58) and 2019 (56) of eight-year program in Peking University Health Science Center were selected as the research subjects joining an integrated teaching mode group and a conventional teaching mode group respectively, A prospective evaluation scale was developed containing five dimensions: initiative, basic medical courses, clinical medical courses, clinical reasoning capacity and medical English level in order to analyze the performance of medical students during clerkship rotation. The paired sample t test was used to compare the normal distribution data between groups. Results In the dimension of initiative, the scores of integrated curriculum teaching mode group were significantly higher than those of conventional teaching mode group [ (25.90±2.56)vs. (21.50±5.34), P=0.030]. The scores of two groups in anatomy and embryology [(8.40±1.08)vs.(6.90±1.52), P=0.020] and medical imaging [(7.70±1.16) vs.(6.50±1.08), P=0.028] in the integrated curriculum teaching mode group were also statistically significant.. In the dimension of clinical reasoning, the scores of integrated curriculum teaching mode group was significantly lower than those of conventional teaching mode group [(20.80±2.25)vs. (24.40±3.95), P=0.022]. In the dimension of medical English level, there was no significant difference between the two groups [(7.50±1.27) vs. (8.00±1.33), P=0.361]. Conclusions The organ-system-based integrated curriculum teaching mode improves learning enthusiasm of medical students and facilitates their mastery of basic and clinical knowledge. However, more attention should be paid to the capacity building of clinical reasoning and communication skill, and medical English education should be fully integrated. References | Related Articles | Metrics

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Evaluation on the educational effect of the public health generaleducation course “environment and health” Ruan Ye, Tian Tian, Luo Bin, Ma Li, Dong Jiyuan, Niu Jingping 2022, 42 (9):  774-777.  DOI: 10.3760/cma.j.cn115259-20220216-00170 Abstract ( 100 )   PDF (812KB) ( 69 )   Objective To analyze the effect of “environment and health” general education course on improving students' ecological environment and health literacy and to provide empirical support for the future development of environmental and health education for university students. Methods A questionnaire was made based on the “core test questions for citizens' environmental and health literacy assessment” in the “technical guide for citizens' environmental and health literacy assessment (Trial)” issued by the Ministry of Environmental Protection of the People's Republic of China. Before and after the “environment and health” course, 992 undergraduates who took the course in 2018-2020 were surveyed on the level of ecological environment and health literacy, and the overall and classified literacy of students' environment and health were compared. T test and χ 2 statistical analysis were performed on the data. Results The overall rate of students' ecological environment and health literacy and the rate of students' basic concepts, basic knowledge and basic skills classification literacy increased from 12.5% (124 / 992), 39.5% (392 / 992), 1.6% (16 / 992) and 52.4% (520 / 992) before the course to 23.8% (236 / 992), 46.8% (464 / 992), 2.8% (28 / 992) and 56.9% (564 / 992) after the course, all P<0.05. Conclusions The general education course of “environment and health” is helpful to improve students' ecological environment and health literacy. In the future, we can optimize the curriculum from the aspects of curriculum design, teaching methods, teaching contents and teaching evaluation. References | Related Articles | Metrics

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Study on labor literacy of medical students in 5 colleges and universities in Heilongjiang Province and its influencing factors Zhang Pengcheng, Wang Xiaolu, Li Chun 2022, 42 (9):  778-782.  DOI: 10.3760/cma.j.cn115259-20220207-00133 Abstract ( 91 )   PDF (828KB) ( 65 )   Objective To analyze the present situation and influencing factors of medical students' labor literacy in 5 colleges and universities in Heilongjiang Province. Methods A total of 1 146 full-time medical students from 5 colleges and universities in Heilongjiang Province were selected as the research objects, and the labor literacy scale and labor education scale were used to conduct a questionnaire survey. The results were analyzed by multiple linear regression was used to analyze the data. Results The score of medical students' labor literacy was (66.36±11.94). The total score of medical students' labor education was (115.15±19.62), and the scores of school education, family education, social education and self-education were (41.24±7.79), (24.29±4.76), (26.04±4.79), (23.58±4.51) respectively. The results of multiple linear regression analysis showed that the medical students with higher scores in school education test(b=0.224, P<0.001), family education (b=0.116, P=0.002), social education (b=0.185, P<0.001) and self-education (b=0.269, P<0.001) had higher labor literacy level. The party members in medical students (b=0.042, P=0.047) had a higher level of labor literacy. School education, family education, social education, self-education and whether a member of the Communist Party of China can explain 53.1% of the variance of medical students' labor literacy. Conclusions The labor literacy of medical students in Heilongjiang province is generally at a high level. School education, family education, social education and self-education and to be a member of the Communist Party of China are all influencing factors of the evaluation of medical students' labor literacy. References | Related Articles | Metrics

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Investigation and analysis on health science popularization cognition of medical staff in Tianjin Qin Ru'nan, Liu Baofeng, Zhang Mengnan, Li Xiaolin, Li Xudong, Zeng Qiang 2022, 42 (9):  783-786.  DOI: 10.3760/cma.j.cn115259-202200304-00263 Abstract ( 99 )   PDF (782KB) ( 62 )   Objective To understand the current situation of health science popularization cognition of medical staff in Tianjin and the reasons that affect their participation in health science popularization, and to explore measures to motivate them to participate. Methods A simple random sampling method was used to select 617 medical staff from 65 institutions in Tianjin as the survey objects. The medical staff science popularization cognition questionnaire was designed. The contents of the questionnaire were entered and recovered through the Wenjuanxing platform. The survey results were sorted out and analyzed, and the χ2 test was used to compare the willingness to popularize health science among different medical staff. Results In this study, 93.7% (578/617) of the medical staff identified with the importance of health science popularization and 90.7% (524/578) of them have willingness to devote themselves to the work, which was higher than the proportion of medical staff who keeps a mediocre attitude to the importance of health science popularization [73.7% (28/38)], the difference was statistically significant (χ2=11.02, P<0.001). According to the survey, a total of 89.6% (553/617) of medical staff expressed their willingness to devote themselves to health science popularization. However, only 31.1% (172/553) of the medical staff are willing to spend more than one hour per week for health science popularization. The main influencing factors to the willingness were busy schedule of routine work[75.0% (48/64)], insufficient capacity of health education [42.2% (27/64)] and lack of incentive mechanisms to support science popularization[21.9% (14/64)]. An average, 52.6% (325/617) of medical staff investigated were not aware of the internal policies, funding and incentive mechanisms concerned in their units. Conclusions The recognition of the importance of health science popularization among medical staff in Tianjin is sufficient, but the participation in health science popularization needs to be improved. We suggest government sectors concerned to optimize the organization and management of popular science education by medical staff through harmonizing the time for routine work and for science popularization, increasing popular science publicity and capacity building, providing policy support and financial guarantee, so as to fundamentally improve the awareness and enthusiasm of health science popularization by medical personnel. References | Related Articles | Metrics

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The psychological state of the medical students during COVID-19 pandemic and risk factors concerned Zhai Xiaoyan, Zang Yuqin, Jing Peng, Zhang Shipan, Liu Jing, Ni Aihua 2022, 42 (9):  787-791.  DOI: 10.3760/cma.j.cn115259-20220123-00092 Abstract ( 91 )   PDF (838KB) ( 69 )   Objective To investigate the mental status of the medical students during COVID-19 pandemic and to discuss associated risk factors in order to provide effective intervention. Methods Totally 826 undergraduates at internship in Hebei General Hospital were selected as research object. The mental status was evaluated by investigation through questionnaires designed for generalized anxiety disorder and Patient Health Questionnaire Binary logistic regression analysis was used to identify the potential risk factors. Results It is found that anxiety, depression and somatized symptoms are found in 8.4% (69/826), 17.7(146/826) and 13.8% (114/826) students respectively. The history of chronic gastroenteritis, anxiety and depression and keep attention to the pandemic situation for one to three hours each day or even whole day are independent risk factors related to anxiety and depression (anxiety: OR =6.560, 4.223, 2.425, 4.970, 95%CI: 1.953～22.035, 1.969～9.057, 1.294～4.545, 2.492～9.910. depression: OR =5.011, 1.953, 1.770, 1.995, 95%CI: 1.827～13.415, 1.011～3.772, 1.176～2.664, 1.166～3.415). Conclusions During COVID-19 pandemic, medical students suffer from anxiety, depression and somatized symptoms. The history of anxiety, depression, and chronic gastroenteritis are associated with anxiety and depression. It is recommended to pay attention to the epidemic information not more than one hour each day. References | Related Articles | Metrics

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Application of MOOC+SPOC flipped teaching mode for learning otolaryngology Pang Haifeng, Yao Xianyi, Wang Jiaxin, Cai Xungong, Xu Xuemei, Xu Ping, Zhou Bin 2022, 42 (9):  792-795.  DOI: 10.3760/cma.j.cn115259-20211228-01595 Abstract ( 103 )   PDF (784KB) ( 90 )   Objective To explore the effect of flipped teaching mode by large-scale open online courses (massive open online courses,MOOC) plus small-scale restricted online courses (small private online course,SPOC) in otolaryngology learning by 5-year clinical medical undergraduates. Methods Clinical medicine undergraduates in Harbin Medical University enrolled in 2020 and 2021 were selected as research objects. The experimental group consisted of 51 students of grade 2021 and adopted flipped teaching pathway of MOOC+SPOC. The control group consisted of 48 students of grade 2020 and adopted traditional teaching methods. Otolaryngology test scores, independent learning ability and learning satisfaction were compared between the two groups. Differences between the two groups were compared with t test and χ2 test. Results The theoretical test and case analysis scores of the experimental group were (86.09±5.23) and (85.33±5.1), while the scores of the control group were (85.36±5.11) and (86.21±5.27). The difference has no statistical significance (all P>0.05). The score of experimental group of learning expectation was (43.17±3.28), learning interest was (40.27±3.20), self-efficacy was (37.45±2.92), self-discipline was (39.27±2.95), willingness to change was (35.78±2.88), While compared with those from control group were (40.95±3.14),(38.02±3.05),(31.74±2.76),(33.45±2.86) and (30.11±2.46) respectively, the difference was statistically significant(P<0.05). The learning satisfaction of the experimental group was 96.1%(49/51), which was significantly higher than that of the control group 83.3%(40/48), P=0.035. Conclusions Flipped teaching mode of MOOC+SPOC can guarantee the teaching quality of clinical otolaryngology, and improve students' independent learning capacity and learning satisfaction. References | Related Articles | Metrics

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Evaluation on the effect of Flipped classroom application of “Introduction to Medicine” course based on multi-disciplinary treatment from the perspective of medical students Li Xuchang, Chen Xiangfa, Liu Bo, Wang Luyun, Lai Jinsheng, Xiang Shuai, Yao Fei 2022, 42 (9):  796-800.  DOI: 10.3760/cma.j.cn115259-20220217-00175 Abstract ( 66 )   PDF (831KB) ( 71 )   Objective To evaluate the effect of the Flipped classroom based on multi-discipline treatment applied to the course of “Introduction to Medicine” from the perspective of medical students. Methods From 2020 to 2021, 96 eight-year clinical medicine students enrolled in 2016 and 2017 were selected from a university in Wuhan as the participants, of which 54 students enrolled in 2017 were the treatment group using Flipped classroom based on multi-disciplinary treatment, and 42 students enrolled in 2016 were the control group using the traditional teaching. After the course, a questionnaire survey was conducted, including teaching effect evaluation, teaching model evaluation and overall satisfaction evaluation, as well as theoretical knowledge exam and evaluation of case history writing. The results were analyzed by t-test, χ2 inspection and Mann-Whitney U test. Results The score of clinical reasoning dimension in the evaluation of teaching effect of the students in the treatment group was higher than that of the control group [4.04 ± 0.50) vs. (3.69 ± 0.67)]; The overall satisfaction of teaching methods of the students in the treatment group was better than that of the control group [59.2% (29 / 49) vs. 18.8% (6 / 32)]; The score of theoretical knowledge examination of the students in the treatment group was better than that of the control group [(107.27 ± 8.64) vs. (103.76 ± 7.54) ], all P<0.05. In the evaluation of case history writing, the treatment group had better systematic thinking ability (40 case histories for Grade A, 12 for Grade B, 2 for Grade C) and logical thinking ability (30 case histories for Grade A, 22 for Grade B, 2 for Grade C) than the control group (26 case histories for Grade A, 7 for Grade B, 9 for Grade C in systematic thinking ability and 18 case histories for Grade A, 15 for Grade B, 9 for Grade C in logical thinking ability), and the differences were statistically significant (all P<0.05). Conclusions The Flipped classroom based on multi-discipline treatment has favorable educational effect in the teaching of “Introduction to Medicine”, and it can be recommended to be popularized and applied. References | Related Articles | Metrics

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Application of clinical reasoning oriented teaching method in the internship of pulmonary and critical care medicine Zhang Yong, Chang Ning, Qiu Dan, Dong Mohan, Zhang Jian 2022, 42 (9):  801-805.  DOI: 10.3760/cma.j.cn115259-20220107-00028 Abstract ( 110 )   PDF (799KB) ( 85 )   Objective To practice and evaluate clinical reasoning oriented teaching method in the internship of pulmonary and critical care medicine. Methods From September 2019 to June 2021, 62 students enrolled in 2015 and in 2016 majoring by Clinical Medicine of the Air Force Military Medical University and experiencing clinical internship of pulmonary and critical care medicine were selected as subjects. Thirty three students from grade 2016 were trained by clinical reasoning oriented as experimental group and 29 students from grade 2015 trained by classic and traditional method as control. The training outcomes were evaluated by combination of records of stage evaluation and process evaluation. T-test was utilized to show the potential significant difference. Results The total scores of students from the experimental group were higher than those from the control group[(88.03 ± 3.74) vs. (83.28 ± 3.88)] among the internship in pulmonary and critical care of medicine. In the stage evaluation[(52.55 ± 2.73) vs. (49.90 ± 2.24)] and process evaluation[(35.48 ± 2.33) vs. (33.78 ± 2.86)], the scores of students in the experimental group were higher than those in the control group, the differences were statistically significant (all P<0.05). The composition of students' practice scores was analyzed. In the phased evaluation, there were significant differences between the experimental group and the control group in single choice questions [(17.55±1.37) vs. (16.48±1.45)] and brief answer questions 2 [(8.45±0.83) vs. (7.93±1.09)] (all P<0.05). As to the process evaluation, the scores from the test group in the evaluation indexes such as medical history collection [(8.46±1.14) vs. (7.86±1.22)], medical records writing [(13.61±0.89) vs. (12.97±1.57)] and case report [(8.82±1.18) vs. (8.14 ± 1.13)] were higher than those from the control group with statistical significance (all P<0.05). Conclusions Clinical reasoning oriented teaching method provide strong support to students' performance in the clinical training stage in pulmonary and critical care of medicine, which tailor clinical practice and so is able to cultivate a reasoning pathway for development of clinical post-competence from the perspective of medical routines. References | Related Articles | Metrics

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A comparison between the effects of two methods applied in undergraduates' clerkship rotation of ophthalmology with Kirkpatrick's Model Chen Jing, Hu li, Wang Guanfeng, Wang Shuangyong 2022, 42 (9):  806-810.  DOI: 10.3760/cma.j.cn115259-20220118-00071 Abstract ( 88 )   PDF (836KB) ( 66 )   Objective To evaluate the effect of problem-based learning(PBL) and case-based leaning(CBL) during clerkship rotation of ophthalmology with Kirkpatrick's Model. Methods Totally 120 five-year program students enrolled in 2016 and received clinical training from April to June 2019 at Ophthalmology Department of Third Affiliated Hospital of Guangzhou Medical University were enrolled in this research program. The students were randomized into groups of PBL and CBL with 60 in each. The effect of two teaching methods was evaluated by Kirkpatrick's four-level model. The Chi-square test or the t test was used to analyze the data. Results The students of two groups were all satisfied with the scores more than 4 points. The satisfaction scores of students from PBL group and from CBL group were (4.23±0.54) and (4.45±0.49) respectively with stimulating learning interest and students showed preference to CBL method, the score of satisfaction with building of working confidence from CBL group (4.50 ± 0.24) was significantly higher than that from PBL group(4.36±0.32) (all P<0.05). In the view point of learning outcomes, the average theoretical assessment scores of PBL and CBL groups were (85.59±6.63) and (83.98±9.72) respectively without significant difference(P=0.291). At the behavior level there was a high consistency between the results of self-assessment and faculty-assessment of the two groups. PBL method is believed to be more conducive to the cultivation of students' capacity building of to self-oriented learning[(8.88±1.92) vs.(8.02±2.69), (8.48±1.92) vs. (7.60±2.62)], literature reading [(8.82±3.17) vs. (7.58±3.33), (8.41±2.39) vs. (7.44±2.30)] and research thinking [(8.36±3.09) vs. (7.21±2.29), (8.11±2.71) vs. (7.01±2.10)]. CBL method is more conducive to the capacity building of students in patient assessment [(7.45±3.18) vs. (8.72±2.26), (7.04±2.16) vs. (8.42±2.71)] and standardized regulation of clinical operation [(7.20±3.29) vs. (8.32±2.44), (7.07±2.20) vs. (8.16±2.66)](all P<0.05). In terms of occupation intendment, four students from PBL group and five students from CBL group are interested in becoming an ophthalmologist, and already prepared to register for entrance examination of ophthalmology graduate program(P=0.729). Conclusions By using Kirkpatrick's Model, we found that PBL method is more conducive to improving students' capacity building for self-oriented learning and scientific research, while CBL method is more conducive to support the development of students' clinical reasoning and to stimulate their learning interest as well as to constitute their working confidence. References | Related Articles | Metrics

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Application of blended teaching to forceps simulation training Guo Xiaoyue, Wang Yan, Wang Jialue 2022, 42 (9):  811-814.  DOI: 10.3760/cma.j.cn115259-20220217-00177 Abstract ( 93 )   PDF (777KB) ( 66 )   Objective To apply and evaluate a blended teaching mode in forceps simulation training. Methods A total of 28 obstetricians from an advanced training program of obstetricians in obstetrics Department of Third Hospital, Peking University joined the course of forceps simulation training from October to December, 2021.The trainees were randomly divided into experiment group and control group with 14 in each. The blended teaching mode defined by combination of online and offline teaching with simulation training was applied in experiment group and the trainees of control group was trained with traditional method characterized by off line teaching plus simulation technology assistant training. The training effect was evaluated by clinical skill assessment and questionnaire survey. Fisher's exact test was used for data analysis. Results Except for catheterization and prepare remedial plan after failure of forceps delivery, the proportion of trainees with high score in examinations of theoretical knowledge and clinical skill in experimental group was significantly higher than that in control group. For example, the proportion of trainees got 5 points in the informed consent, operation, timing and direction of forceps traction in experiment group reached 14/14 and 13/14 respectively while the proportion found in control group was 5/14 and 3/14 respectively(P＜0.001). The results of questionnaire survey showed that the proportion of high score in the level of theoretical knowledge, clinical skill, learning interest, the ability of autonomous learning and approbation of teaching mode in the experiment group was significantly higher than that in the control group. For example, the proportion of trainees who got 5 points in approbation of teaching mode reached 12/14 in experimental group and 0/14 in the control group ( P＜0.001). Conclusions The blended teaching mode improves the effect of forceps simulation training, learning interest, autonomous learning ability of trainees of post-graduate education program. The method is well acknowledged and accepted by obstetricians. References | Related Articles | Metrics

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Application of OBE-oriented blended instruction in human respiratory system virtual simulation experiment teaching Shen Jing, Qi Hongyan, Wang Zhengyang 2022, 42 (9):  815-818.  DOI: 10.3760/cma.j.cn115259-20220303-00250 Abstract ( 72 )   PDF (780KB) ( 70 )   Objective To implement and evaluate the teaching effect of a blended outcome-based education (OBE) mode in laboratory course of human respiratory system. Methods From September 2019 to December 2021, a total of 562 undergraduates of clinical medicine enrolled in 2017 and 2019 in Zhejiang University School of Medicine who participated in the course of functional experiments joined this research. Three hundred and twelve students from grade 2019 were assigned to be the experimental group and 250 from grade 2017 were organized to be the control group. The students of control group were trained by classic offline respiratory animal experiments and adopted a blended online/offline teaching mode. In addition to offline respiratory animal experiment, the training of students of experimental group was supplemented with a new human virtual simulation experiment which adopts the OBE-oriented blended online/offline teaching mode. The teaching effect was evaluated by performance analysis and questionnaire survey for experimental group students, and data was analyzed by t-test. Results The final examination scores and the total scores from experimental group and that from control group are significantly different as [(13.6±1.6) vs. (12.2±2.5),(12.0±0.6) vs. (11.5±0.9)] (all P<0.001). The result of questionnaire survey in experimental group showed that students scored the mode of OBE-based human virtual simulation experiment higher than that of offline animal experiment in stimulating learning interest [(4.1±0.7) vs. (3.5±0.5)] and learning efficiency [(4.0±0.8) vs.(3.7±0.8)] and encouraging active participation [(4.2±0.7) vs.(3.6±0.8)]. The differences were statistically significant (all P<0.001). Conclusions OBE-based human virtual simulation experiment improves students’ learning outcome and optimizes teaching effect in the laboratory course of respiratory system experiment and the new mode is well recognized by students. References | Related Articles | Metrics

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Application of immersive virtual reality(IVR)combined with high simulation makeup technology in the training of emergency medical rescue in disaster scene Yang Shucong, Suo Yuan, Cao Wei, Lu Yuting, Yu Huijie 2022, 42 (9):  819-822.  DOI: 10.3760/cma.j.cn115259-20220126-00110 Abstract ( 85 )   PDF (783KB) ( 66 )   Objective To evaluate the effect of immersive virtual reality(IVR) combined with high simulation makeup technology in the training of emergency medical rescue in disaster scene. Methods From April 2021 to December 2021, a total of 97 undergraduates from five-year program of clinical medicine enrolled in 2018 in Jiaxing University College of Medicine received the training of emergency medical rescue in disaster scene .They were divided into traditional teaching group (49 students) and IVR teaching group (48 students). PBL method was adopted in the traditional teaching group and IVR combined with high simulation makeup technology was adopted in the IVR teaching group .By the end of the course, the teaching effect has been evaluated by the final exam results of the two groups and the questionnaire survey of the IVR teaching group. The final results between the two groups were compared using the t-test or the chi-square test. Results The questionnaire survey in IVR teaching group showed that 93.6% (44/47) students recognized the teaching method of IVR combined with high simulation makeup technology which provided a good environmental experience in disaster scene, 83.0% (39/47) students believed that this teaching method had a good sensory experience and 83.0% (39/47) of them experienced encouragement to their active learning. The average exam score related to emergency medical rescue in IVR teaching group were significantly higher than that in the traditional teaching group [(9.10±2.36) vs. (7.11±1.65), P<0.001]. Conclusions IVR combined with high simulation makeup technology can improve students' environmental experience and sensory experience in the training of emergency medical rescue in disaster scene, which meet the needs from students and thus improve the quality of teaching. References | Related Articles | Metrics

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Explorations of integration of cranio-maxillofacial surgery training for doctor degree candidates and that for specialist physicians in residency training program Lai Chenzhi, Zhan Qiuheng, Jin Xiaolei 2022, 42 (9):  823-826.  DOI: 10.3760/cma.j.cn115259-20220112-00047 Abstract ( 70 )   PDF (777KB) ( 36 )   Integration of cranio-maxillofacial surgery training for doctor degree candidates and that for specialist physicians is an important measure of postgraduate education reform in China. From September 2017 to December 2021, eleven cranio-maxillofacial surgery doctoral degree candidates were selected as the research subjects for the training programs of integrating self-directed learning with department learning, theoretical learning with clinical operation, and scientific research training with clinical training. The training results showed that 76 SCI articles and 21 CSSCI articles had been published, and 10 utility model patents had been approved. All the students passed the clinical comprehensive skills assessment of standardized training for resident physicians in Beijing. Their comprehensive academic abilities such as scientific research level and clinical level have been significantly improved, and their satisfaction with clinical work has been improved. These training programs are recognized by professional doctoral degree candidates as an effective method to improve the level of scientific research and clinical technique. References | Related Articles | Metrics

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Impact of an online psychiatry nursing course teaching supported by the affect theory on students' empathy Shan Yawei, Zhou Xuemei, Sun Lianrong, Qi wenwen, Liu Xiao 2022, 42 (9):  827-831.  DOI: 10.3760/cma.j.cn115259-20220105-00012 Abstract ( 80 )   PDF (837KB) ( 54 )   Objective To evaluate the effectiveness of an online psychiatric nursing course on students' empathy cultivation. Methods A pre-and post-test quasi-experimental study was conducted with the second year nursing 61 students enrolled in 2019 from February to April, 2020. Eight psychiatric nursing cases used for moral education were prepared and three film and television products were selected based on the affect theory. Narrative medical education was employed and affective reflections were reported in this online course. Changes in empathy of the students were checked by pre- and post-test self-reported questionnaires evaluated with Jefferson Scales of Empathy, and statistical analysis of pared-samples t test was employed. Psychiatric employment intentions were also reported using single item questionnaire. The Colaizzi analysis method was applied to analyze the reflective writings. Results A total number of 61 nursing students were enrolled in this online course, among them 68.9%(42/61) reported the employment intentions in psychiatric nursing and 57 students completed questionnaires for both pre- and post-test. Results showed that the training outcomes of empathy was significantly improved [(114.87±13.28) vs. (109.93±13.39), t=5.00, P<0.001]. Two themes regarding the moral improvement of this course were extracted, including field justification and capability improvement. Conclusions The results indicate that curriculum design based was on the affect theory in a form of online course for psychiatric nursing improved empathy and facilitated the employment intention. References | Related Articles | Metrics

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The application of nursing innovation team training in the cultivation of innovative talents Huang Xueyan, Chen Jian’ao, Lu lumeng, Dong Yuhong 2022, 42 (9):  832-835.  DOI: 10.3760/cma.j.cn115259-20211101-01337 Abstract ( 66 )   PDF (784KB) ( 33 )   To realize an innovation-driven development strategy of the health care system,innovative nursing talent cultivation plays a key role. In this program, we used a nursing innovation team training model to train 61 nurses employed by Hangzhou TCM Hospital Affiliated to Zhejiang Chinese Medical University as an pilot experiment to evaluate the effectiveness of training by the scale of clinical nursing staff in the field of innovation capacity survey for innovation self-Efficacy by questionnaire and research as well as innovation outcomes. Paired t-test and Wilcoxon signed rank sum test were used to compare the differences before and after the training. The results showed that after the training, the participants' scores of innovation capacity were (168.02±11.25),which were higher than that before the training (133.50±13.76); the innovation self-efficacy scores after the training were (32.31±5.97), which were higher than the pre-training scores of (26.54±4.93). The differences were statistically significant (all P＜0.05). The nurses from nursing innovation team obtained 18 patents in 42 patent applications, research funds of 19 projects in 71 applications and published 55 research papers. It is concluded that the nursing innovation team training can improve the capacity building of innovation and strengthen innovation self-efficacy of nursing staff and promote the output of research and innovation projects. Our experience may be worth sharing with other healthcare institutions in China. References | Related Articles | Metrics

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Application of empathy training based on humanistic care theory in the course of “basic nursing” of nursing specialty Ruan Xiaoli, Yi Chun, Xie Qiong, Cheng Menghui, Li Shuping 2022, 42 (9):  836-840.  DOI: 10.3760/cma.j.cn115259-20220303-00251 Abstract ( 55 )   PDF (830KB) ( 29 )   Objective To explore the application of empathy training based on humanistic care theory in the course of “basic nursing” for nursing specialty trainees. Methods From March to July 2021, convenient sampling method was used to select two classes of nursing students enrolled in 2019 as research participants, who were then divided into experimental group and control group. In the course of “basic nursing”, the experimental group (78 students) was trained based on humanistic care theory and the control group (74 students) was trained by traditional teaching methods. After training, differences of empathy ability and clinical communication ability between two groups were compared by relevant scales. Difference of measurement data was compared by t-test. Results After training, the total score of empathy ability in the experimental group was (112.09±12.49) and the control group was (107.04±15.84), the difference was statistically significant (P=0.031). After training, there was no statistically significant difference in the scores of clinical communication ability between the experimental group and the control group [(54.82±12.06) vs. (53.73±10.55), P=0.903], but there was statistically significant difference in the dimension of “verification feeling” [(10.77±3.10) vs. (9.80±2.77), P=0.024]. Conclusions In the course of “basic nursing”, training based on humanistic care theory can effectively improve empathy ability of nursing students and can be further applied. References | Related Articles | Metrics

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Application of research-based teaching mode in experiment course of basic toxicology Meng Qinghe, Hao Weidong, Jiang Jianjun, Yao Biyun, Zhao Peng, Xiao Qianqian, Yang Xiaohua, Wei Xuetao 2022, 42 (9):  841-843.  DOI: 10.3760/cma.j.cn115259-20220118-00068 Abstract ( 60 )   PDF (756KB) ( 54 )   Research-based teaching is characterized by problem setting and then penetrating the teaching content into problem solving process through research performance and has been increasingly used in experiment course. This research took the experiment course of basic toxicology of 7-year program undergraduates majoring in preventive medicine enrolled in 2017 in Peking University as an example. The teaching effect and satisfaction with the mode were evaluated by scores of examination and questionnaire survey. The examination results showed that the excellentratewas76.4%(68/89).Totally 79.8%(71/89)of the students were satisfied with this mode and. 66.3%(59/89)of students believed that it helped them to establish teamwork spirit. Research-based teaching mode applied in experiment course of toxicology showed a good effectiveness, which improves the student's research capacity in terms of logic pathway. References | Related Articles | Metrics

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Effectiveness of virtual simulation experiments in the experimental teaching of preventive medicine Li Jing, Lyu Yaoyao, Mao Xinnan, He Mingxing, Shi Haoning, Yang Yanqing, Wang Hongyu, Zhao Wanying, Xu Xin 2022, 42 (9):  844-847.  DOI: 10.3760/cma.j.cn115259-20220412-00475 Abstract ( 80 )   PDF (784KB) ( 53 )   Objective To evaluate the teaching effect by virtual simulation experiments for the teaching of students majoring in preventive medicine. Method The study was conducted from September 2020 to December 2021. A total of 308 students majoring in preventive medicine in a medical school were selected as study subjects. Among them, 147 students enrolled in 2018 were set as the experimental group trained by teaching method with virtual simulation experiment teaching method, and the control group including 161 students enrolled in 2019 adopted were set as the control group, using the traditional off-line teaching method. The teaching effect was evaluated by the scores from experimental group and that from control group and the result of questionnaire survey. The data were analyzed by rank sum test and t-test. Results The comparison of scores from experimental group comparison of scores from experimental group and from control group is shown as follows: emergency treatment off organo-phosphorus food poisoning[ (9.03±0.47) vs.(8.40±0.59), P=0.011]; flood disaster health emergency drill [(9.31±0.56) vs. (8.44±0.50), P=0.001] and wearing protective clothing[ (8.79 ± 0.41) vs.( 9.49±0.51), P=0.003], the only item in which the score from control group is higher than that of experiment group is “wearing protective clothing”. The results of the questionnaire indicated that, except for the sense of interactive experience, the percentage of experimental group students' satisfaction with the experimentalteaching method was higher than that of the control group, for example, the item of “the degree of interest in the experimental project” [95.2%(140/147) vs.55.3%(89/161)], the difference was statistically significant (all P<0.05). Conclusions The application of virtual simulation experiments in teaching of preventive medicine experiment enhances students' satisfaction with experimental teaching method, It is suggested to choose teaching methods according to the characteristics of different experiments, so as to achieve the complementary advantage of online and offline methods. References | Related Articles | Metrics

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Construction of a hierarchical and progressive post competency training system for residency trainees Zhu Liubao, He Rong, Song Chunmei, Li Xiaolei, Feng Lili, Huang Zhenyu, Liu Fang, Luo Bin 2022, 42 (9):  848-852.  DOI: 10.3760/cma.j.cn115259-20220222-00200 Abstract ( 338 )   PDF (795KB) ( 166 )   The goal of resident's standardized training is to improve the post competency of the trainees. Hierarchical and progressive training can incarnate the spiral development and gradual improvement in the standardized training process, which supports the capacity building for the post competency and ensures the training quality. Aimed to explore and establish a hierarchical and progressive post competency training system for which planed and coordinated by the training base institution, this paper analyzed the common training content among different areas of specialization,design and implement an hospital-based hierarchical and progressive curriculum, and combine it with professional base training course. The 360-degree evaluation results show that score in 2021 is higher than that in 2020[(7.98±0.47) vs. (7.78±0.64)](P<0.05). The survey outcome shows that most residents are satisfied with the training and recommend to continue. Hope this practice and experience can serve as references for other domestic resident training bases to carry out hierarchical and progressive residency training system. References | Related Articles | Metrics

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Retrospective investigation and analysis of current situation and demand of public health personnel in primary health care institutions in continuing education Ma Jing, Liu Mengran, Dai Zheng, Luo Huiming 2022, 42 (9):  853-857.  DOI: 10.3760/cma.j.cn115259-20220307-00270 Abstract ( 99 )   PDF (833KB) ( 61 )   Objective To analyze retrospectively the states of continuing education and needs of public health practitioners in rural medical healthcare institutions, so as to support the continuing education for rural healthcare providers and their performance of public health service. Methods A questionnaire survey was conducted on 116 township healthcare centers and community health service centers from 6 provinces (autonomous regions) including Jiangsu, Guangdong, Shanxi, Hubei, Xinjiang and Sichuan, and 47 public health practitioners were interviewed in a semi-structured manner to collect and analyze the current status of public health practitioners in rural areas, the main problems existing in continuing education, needs and suggestions from 2014 to 2016, Fisher exact probability method was used to analyze the relevant data. Results It is found that 94.8%(110/116) of township health centers and community health service centers have set up public health departments to carry out routine public health-related work focusing on disease prevention and health care, vaccination and management of non-contagious chronic disease. From 2014 to 2016, the proportion of staff with professional education background of public health and preventive medicine has been kept decrease as 10.8%(174/1 603),10.2%(176/1 723),9.8%(178/1 825), there were no significant differences (P=0.999),and most of them have no bachelor's degree [75.2%(3 912/5 151)]. One hundred percent (116/116) of the institutions covered by the investigation have the need to strengthen the continuing education for public health personnel. Among those who responded effectively to the interview questions, 51.6% (16/31) are “dissatisfied” with the current continuing education for public health practitioners and 37.9% (11/29) of them believe that the primary problems of continuing education were few opportunities to get training with sufficient disciplinary choice outside the area where they provide service. Conclusions Among the personnel engaged in public health work in rural area, the low percentage of the staff who received professional education and training of public health and preventive medicine is a real challenge to their competence development and capacity building. It is necessary to pay attention to the continuing education of rural public healthcare providers with a top-level design and a specific and well functioning system to improve the post competence and performance by the rural healthcare personnel. References | Related Articles | Metrics

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Preliminary study on pre-service standardized training for pathology technicians Wang Pengyan, Wu Shafei, Liang Zhiyong 2022, 42 (9):  858-861.  DOI: 10.3760/cma.j.cn115259-20220302-00245 Abstract ( 83 )   PDF (777KB) ( 42 )   Pathology techniques are the cornerstone of pathologists' disease diagnosis. Pre-service standardized training helps pathology technicians master the theoretical knowledge of pathology techniques, improve their practical skills, and lay the foundation for their future laboratory work. This paper describes the design and implementation of pre-service training for pathology technicians in Department of Pathology of Peking Union Medical College Hospital. Eighteen trainees who participated in the training from June 2020 to February 2022 were used as the study subjects, and the training effects were evaluated through theoretical and practical operation assessments, questionnaire surveys and colloquia. The results showed that the trainees' theoretical and practical operation assessment scores were(94.09±7.96) and (91.68±4.71), and 17 of the trainees were satisfied with the standardized training. The pre-service standardized training has been recognized by all trainees as an effective pathway to develop the ability of pathology technicians. References | Related Articles | Metrics