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Investigation and analysis of the international perspective of undergraduates at a medical university in Heilongjiang Province Shang Qinglong, Song Yujia, Yu Yue, Yang Linli, Liu Huan, Zhong Zhaohua 2022, 42 (11):  961-964.  DOI: 10.3760/cma.j.cn115259-20220317-00334 Abstract ( 126 )   PDF (782KB) ( 90 )   Objective To understand the international perspective level of undergraduates in a medical university in Heilongjiang Province, and provide a reference for further improving medical talents training. Methods Questionnaire survey was used. In November, 2020, the undergraduate students from a medical college in Heilongjiang Province were taken as the research object and an international perspective self-assessment questionnaire for medical students was used. The data were analyzed by Mann-Whitney U rank sum test. Results A total of 1 383 medical undergraduates were covered in this survey, and the international perspective score of the students was 3.03 (0.68). The scores of male students were higher in the three dimensions: knowledge of international perspective [3.13 (1.00) vs. 3.00 (0.63)], ability of international perspective [3.00 (0.94) vs. 3.00 (0.52)] and quality of international perspective [3.25 (1.00) vs. 3.00 (0.88)] than those of female students (all P<0.001); Medical students with scientific innovation experience have higher scores in three dimensions: international perspective knowledge [3.00 (1.00) vs.3.00 (0.63), P =0.001], international perspective ability [3.00 (0.83) vs. 3.00 (0.58), P =0.002], international perspective quality [3.13 (1.00) vs.3.00 (0.88), P=0.009] than those without scientific innovation experience. Medical students from urban areas have scores higher than those from rural areas in three dimensions: international perspective knowledge [3.00 (1.00) vs.3.00 (0.63)], international perspective ability [3.00 (0.71) vs.3.00 (0.57)] and international perspective quality [3.13 (1.00) vs.3.00 (0.81)] (all P<0.001). Conclusions The international perspective score of medical undergraduates is at a medium level. Gender and experience of scientific and technological innovation experience have significant effect on the capacity building of international perspective. It is suggested to pay more attention to female students and students without scientific and technological innovation experience and from rural areas, so as to extend their knowledge of international perspective, improve their capacity and quality of international perspective. References | Related Articles | Metrics

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Preliminary exploration on the cultivation of interdisciplinary talents of medicine and engineering in Tsinghua University Li Mu, Guo Jun, Gao Yanfang, He Zuoxiang, Dong Jiahong 2022, 42 (11):  965-968.  DOI: 10.3760/cma.j.cn115259-20220413-00477 Abstract ( 252 )   PDF (854KB) ( 182 )   The global health challenges such as pandemics, non-communicable diseases and mental diseases, as well as the ever-increasing need of adopting scientific and technological innovations, makes interdisciplinary collaborations especially important for the development of health services. In recent years, as China's medical and healthcare industry continues to develop at a rapid speed, the tension between interdisciplinary talent training and industry demand is becoming more and more obvious, resulting in an urgency for the cultivation of interdisciplinary talents. Tsinghua University's training program for interdisciplinary talents in clinical medicine came into being under this background. This article discusses the necessity and current situation of cultivating interdisciplinary talents of medicine and engineering, as well as the preliminary exploration and innovative training model of School of Clinical Medicine, Tsinghua University in the cultivation of medical interdisciplinary talents, focusing on innovative training mode design and curriculum system construction. References | Related Articles | Metrics

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Discussion on optimization strategies of primary health workers training based on needs and expectations Wu Rong, Lu Tingting, Hu Dan, Chen Mingsheng, Zhu Jing 2022, 42 (11):  969-972.  DOI: 10.3760/cma.j.cn115259-20220420-00513 Abstract ( 68 )   PDF (808KB) ( 54 )   Objective To investigate the training needs and expectations of primary health workers in Pukou District, and provide optimized countermeasures for their on-the-job training programs. Methods In August 2020, a questionnaire survey was used to investigate 428 primary health workers in Pukou District, Nanjing. The survey content included their basic situation, training needs and expectations. Results Among the 428 primary health workers surveyed, 68.9%(295/428) expressed their need for training. The primary motivation of 59.7% (231/387) of primary health workers to participate in the training is to “strengthen basic skills and improve the medical level”; 97.6% (40/41) of those who have not participated in the training have never participated in the training because “the training location is not suitable”; 50.2% (215/428) were interested in receiving training in “new technology and new knowledge”; 43.5% (186/428) expected training in the form of “specialist training”. Conclusions The training needs of primary health workers in Pukou District are not high, and they expect to receive practical training. By mobilizing the training enthusiasm of the low-demand workers, and formulating the training plan for primary health workers based on their needs and expectations, the training efficiency of primary health workers can be effectively improved. References | Related Articles | Metrics

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Exploration on integrated courses of basic medicine for clinical medicine program at Peking Union Medical College Pan Zhengsong, Yi Jingjing, Lu Yongping, Zhang Qin 2022, 42 (11):  973-976.  DOI: 10.3760/cma.j.cn115259-20220328-00393 Abstract ( 160 )   PDF (773KB) ( 169 )   The integrated curriculum can promote the application of knowledge and strengthen the connection between traditional classroom teaching and the real world. The organ-system-based integration of basic medicine and clinical medicine has been applied in medical education. This study took all students in class 2020 of the 4+4 M.D. program in Peking Union Medical College who completed the first-year organ-system-function (OSF) integrated modular courses as the example, and expounded the teaching design and teaching process in the integrated course during the basic medical learning. Teaching effect was investigated by questionnaires and interviews with students' satisfaction. The results shown that 70.0% of the modules were well-received with the satisfaction score of more than 3 points, and students were generally satisfied with the OSF integrated courses and the corresponding teaching methods. With the expansion of the 4+4 M.D. program, the design and implementation effects of OSF integration courses will be further explored in the future. References | Related Articles | Metrics

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Exploration of a course on medical innovation and technology translation for young practitioners in medical institutions Luo Hanqing, Lin Hongyi, He Yumiao, Zhao Zirui, Wang Zi, Yang Ruizhe, Luo Xin, Wu Nan, Long Xiao, Wu Dong, Huang Hui, Zhao Chan 2022, 42 (11):  977-981.  DOI: 10.3760/cma.j.cn115259-20220422-00531 Abstract ( 89 )   PDF (828KB) ( 69 )   Objective To design a course for young practitioners on medical innovation and technology translation and to evaluate the satisfaction and expectation of trainees. Methods Accompanying with the “Peking Union Medical College Hospital (PUMCH) Medical Innovation Course”, an intramural training program for young staff in PUMCH, a questionnaire survey was conducted after the course. The characteristics of those trainees, their feedback of the course and demands for further training and resource docking were obtained and analyzed. Chi-square tests were used to analyze the differences between subjects owned intellectual property (IP) and those owned no IP. Results Among the 55 who participated in the survey, most of their innovation projects were about medical devices [54.5%(30/55)] and digital medicine [21.8%(12/55)], 43.6% (24/55) of them owned no intellectual property (IP). In the whole PUMCH Medical Innovation Course, the most helpful lecture was “Interpretation of Policies on Technology Transfer” for all subjects, followed by “How Clinicians Lead Medical Innovation” and “Layout and Management of the Complete Process of Technology Transfer for Medical Instruments” for subjects with and without IP, respectively. For knowledges and skills they demanded most, in which subjects with IP preferred “how to develop business plans (BP) and to access enterprise financings” and subjects without IP, preferred “how to apply for patents”[50.0%(12/24) vs. 12.9%(4/31), P=0.001; 87.1%(27/31) vs. 45.8%(11/24), P=0.003]. As for resource docking, subjects with no IP rights differed significantly from those owned IP in demands for building up research teams, patent filling services and resources of start-up incubators [41.7%(10/24) vs.12.9%(4/31), P=0.015; 29.2%(7/24) vs. 3.2%(1/31), P=0.007; 8.3%(2/24) vs. 48.4%(15/31), P=0.001]. Conclusions The promotion of medical innovation and technology translation should pay attention to innovation projects on medical equipment and digital medicine. Subjects with IP differed from those without in demands for resources and their preferences for the lectures. Designing a similar course in the future should take into accounts these differences between the two subgroups. References | Related Articles | Metrics

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On the characteristics and development path of medical humanities education Li Tengzi, Wu Hongbin 2022, 42 (11):  982-985.  DOI: 10.3760/cma.j.cn115259-20220531-00713 Abstract ( 146 )   PDF (772KB) ( 104 )   Medical humanities education is an important part of the modern medical education system and has some special characteristics, such as returning to humanistic tradition, adjusting social relations, integrating multiple disciplines, emphasizing implicit functions, and relying on teacher-student interaction. These characteristics determine that medical humanities education is a kind of continuous, formative and potential educational activity. Compared with other types of professional education, it pays more attention to creating specific educational situations and achieving the expected educational goals through strong interaction and connection between teachers and students.In practice, by stimulating learning interest, enhancing positive motivation, optimizing the external environment and other ways, students can strengthen their positive cognition of humanities education, construct and realize multi-dimensional connectivity between teachers and students, and effectively improve the teaching effect of medical humanities education. References | Related Articles | Metrics

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Construction and practice of mixed teaching mode of clinical diagnostics He Xu, Lin Chunyan, Zeng Xiangli, Huang Yuling, Li Xiaodan 2022, 42 (11):  986-990.  DOI: 10.3760/cma.j.cn115259-20220330-00403 Abstract ( 127 )   PDF (943KB) ( 131 )   Clinical diagnostics is one of the core clinical professional courses which links basic medical courses and clinical courses. In order to improve the teaching effect and reform the problems in the current system, this study focused on the educational concept of “student-centeredness”, deeply integrated modern information technology with education, and constructed a blended teaching mode of “one body, two wings, three feet and four dimensions”. In this study, the clinical five-year students were selected as the experimental participants, and the new teaching mode was shown to effectively improve the teaching effect, promote the students to achieve the three-dimensional teaching goal of knowledge, skills and attitudes, with a favorable feedback on teaching. This blended teaching mode can be considered for further promotion. References | Related Articles | Metrics

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Application of PDSA cycle combined with online and offline teaching methods in internal medicine clerkship rotation Ge Ziji, Chen Liling, Feng Huimin, Yu Rongbin 2022, 42 (11):  991-995.  DOI: 10.3760/cma.j.cn115259-20220408-00441 Abstract ( 128 )   PDF (798KB) ( 103 )   Objective To explore the application of PDSA cycle combined with online and offline teaching methods in internal medicine clerkship rotation. Methods Experimental control method was used in this study. Students enrolled in internal medicine department of the First Affiliated Hospital of Nanjing Medical University from September 2020 to June 2021 were selected as research subjects, and randomly divided into experimental group (n=31) and control group (n=33) according to their classes. The experimental group adopted PDSA cycle combined with online and offline teaching methods, while the control group adopted traditional teaching method. After teaching, the two groups were compared for the examination results, as well as the total score of clerkship rotation questionnaire and the scores of each dimension of communication ability, critical thinking, scientific research ability and autonomous learning ability, for which χ2 test and t test were used to compare the differences between the two groups of students' test scores and grades. Results The score of test group was (73.65±12.60), which was higher than that of control group (67.27±11.52), the difference was statistically significant (t=-2.11,P=0.039); total score of clerkship rotation questionnaire of the experimental group (85.71±19.27) was higher than that of the control group (72.52±24.38); communication ability, critical thinking, scientific research ability and self-directed learning ability of the experimental group were (20.45±4.68)，(28.90±6.26)，(16.29±3.63) and (20.06±4.83) respectively, which were also higher than the control group of (17.64±5.61)，(24.52±8.01)，(13.58±4.77) and (16.79±6.07). The differences were all statistically significant (all P<0.05). Conclusions The application of PDSA cycle combined with online and offline teaching methods in clinical clerkship rotation of internal medicine can effectively improve learning effectiveness of medical students, and has good promotion and application value. References | Related Articles | Metrics

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The application of scaffolding teaching in clinical teaching of critical care medicine Shen Yawei, Wang Jieling, Chang Jingjing, Wang Nan 2022, 42 (11):  996-999.  DOI: 10.3760/cma.j.cn115259-20220519-00643 Abstract ( 87 )   PDF (804KB) ( 82 )   Critical care medicine has played a major role in saving critically ill patients since the COVID-19 pandemic, which also highlighted the relative lack of domestic critical care medical talents. However, due to the fact that critical care medicine involves large amounts of physiology and pathophysiology knowledge, it is often abstract and obscure, which sometimes discourages the enthusiastic learners. Therefore, in order to improve the quality of critical care medicine education and teaching, our team applied the scaffolding teaching to the teaching of interns, used a variety of different types of instructional scaffolding to build a knowledge system of critical care medicine for students layer by layer, and explored education and teaching methods suitable for the cultivation of critical care medical talents. The outcome of teaching practice has proved that scaffolding strategy in the critical care medicine education and teaching can stimulate students' learning enthusiasm and improve the teaching effect, which is worthy of promotion. References | Related Articles | Metrics

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Establishment of patient safety perception ability training program based on situational teaching method Yao Yun, Chen Lan, Feng Keshu, Jiang Yufen, Wu Zhishui 2022, 42 (11):  1000-1002.  DOI: 10.3760/cma.j.cn115259-20220522-00661 Abstract ( 79 )   PDF (760KB) ( 60 )   Objective Establish a patient safety perception training program for nursing students based on situational teaching method. Methods Based on a literature search, the training program was formulated by the Delphi method. Results The positive coefficient of experts was 100%, the coefficient of authority (Cr) was 0.868, and Kendall's coefficient W values of the two rounds of expert correspondence were 0.208 and 0.246, respectively, with high consistency. Finally, four first-level items were formed. 13 Level 2 Item Patient Safety Perception Situational Training Program. Conclusions Based on the situational teaching method, the training program on patient safety perception ability of nursing students is reasonable in content and scientific in the construction process, which can provide a reference for patient safety-related training of nursing students in my country. References | Related Articles | Metrics

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Construction and practice of simulation-based specialist training programs in the simulation center of a teaching hospital Liang Shujing, Jiang Guanchao, Tian Rong, Wen Zhang, Wang Tianbing 2022, 42 (11):  1003-1005.  DOI: 10.3760/cma.j.cn115259-20220311-00303 Abstract ( 96 )   PDF (757KB) ( 62 )   With an increasing emphasis on simulation-based medical education in China, recent years have seen the rapid development of simulation centers. However, low utilization rate and subpar quality of simulation-based specialist training programs are among the main problems at present. This paper summarizes the design and implemention of simulation-based specialist training programs in the simulation center of Peking University People's Hospital. The assessment results show that the theoretical and operation examination scores of the trainees after the training are (74.40±10.64) and (86.14±4.60) respectively, which are higher than scores before the training (53.92±13.84) and (70.93±11.48). The differences are statistically significant (t value is -10.64 and -11.17, all P<0.001). The specialist simulation training program has achieved good results and seeks to provide reference for the simulation-based education managers and teachers. References | Related Articles | Metrics

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Analysis of learning experience of medical online teaching videos with different organization modes based on eye movement tracking Li Xue, Huang Jingzhuo, Yuan Di, Yang Teng, Lin Xin, Huang Guoqiong 2022, 42 (11):  1006-1009.  DOI: 10.3760/cma.j.cn115259-20220530-00703 Abstract ( 55 )   PDF (780KB) ( 43 )   Objective To analyze the learning experience of two kinds of medical online teaching videos with different organization modes by eye tracking technology, and to provide reference for the design of medical online teaching videos. Methods In December 2021, thirty-four undergraduate students majoring in five-year clinical medicine enrolled in 2019 in a medical university were selected as the research participants. They were divided into classroom record group and teacher integration group by drawing lots. The classroom recording group used video designed by the way of classroom real scene organization; the teacher integration group used video designed by virtual scene organization. Eye movement index, test scores and cognitive load test were used to compare the effect of online learning experience between the two groups. Independent sample t test was used to analyze relevant data. Results The gaze eye movement index of the students in the classroom recording group and the teacher integration group was compared: fixation time ofregion of interest (ROI) [(57.65±43.74) vs. (81.39±43.49), P=0.047], fixation times of ROI [(159.00±38.10) vs. (90.89±44.48), P=0.006], and average fixation time of ROI [(17.26±4.18) vs. 28.65±8.95), P<0.001] were lower than those in the teacher integration group, and the differences were statistically significant. The scores of theoretical knowledge test [(5.92±1.16) vs. (6.92±1.04), P=0.012] and cognitive load test [(13.47±0.94) vs. (15.76±0.97), P<0.001] of students in the classroom record group were lower than those in the teacher integration group. However, the scores of practical operation test were higher than those of teacher integration group [(7.06±1.56) vs. (5.85±1.56), P=0.031], and the differences were statistically significant. Conclusions Students have different learning experience for online video from different organization modes. The organization mode of online teaching videos should adapt to the characteristics of the teaching content and adapt to the type of courses. References | Related Articles | Metrics

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Application of simulation teaching of theory-practice integration model in transvaginal ultrasound skill training Li Xiaohua, An Xia, Liu Aqing 2022, 42 (11):  1010-1013.  DOI: 10.3760/cma.j.cn115259-20220327-00388 Abstract ( 57 )   PDF (812KB) ( 47 )   Objective To explore the application effect of simulation teaching of theory-practice integration in transvaginal ultrasound skill training. Methods Experimental control method was used. A total of 47 students from a five-year program of clinical medicine in Jining Medical University were selected as the research objects in December 2020. They were divided into experimental group and control group by random number table method. The experimental group (24 students) adopted simulation teaching of theory-practice integration, while the control group (23 students) adopted traditional teaching. At the end of the course of medical ultrasonic imaging, the related learning effect of students in the two groups was evaluated and compared by examination results and questionnaire survey results. T test and chi-square test were used for comparising between groups. Results The score of ultrasound skills of the experimental group was (92.40±3.40), which was higher than that of the control group (88.67±2.35), and the difference was statistically significant (F=4.35,P＜0,001). In the experimental group, 87.5% (21/24), 91.7% (22/24), and 83.3% (20/24) of the students were satisfied with stimulating their interest in learning, improving their self-confidence and teamwork ability, respectively,which were higher than 60.9%(14/23), 56.5% (13/23) and 56.5% (13/23) in the control group, and the differences were statistically significant (all P<0.05). Conclusions The simulation teaching of theory-practice integration can improve students' practical skills of transvaginal ultrasound, which is worthy of popularization and application. References | Related Articles | Metrics

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A bibliometric analysis of orthopaedic education research based on Web of Science Jiang Yu, Yao Taikang, Chen Xinhang, Li Weishi, Gu Shixian, Tian Hua 2022, 42 (11):  1014-1019.  DOI: 10.3760/cma.j.cn115259-20220513-00623 Abstract ( 74 )   PDF (1001KB) ( 78 )   Objective To analyse the main features and hotspots of orthopaedic education research over a century. Methods The orthopaedic education research literatures up to December 2021 were searched from the Web of Science core collection and analysed using HistCite software. Results A total of 2 104 orthopaedic education papers that met the search criteria were distributed across 498 journals and 2 725 research institutions from 96 countries. Studies were broadly divided into three phases: start-up, rise and rapid development. Residency selection and assessment and surgical simulation training were the two main research topics. Orthopaedics, residency, arthroscopy, examination and simulator were the main MeSH terms. Conclusions Orthopaedic education research is receiving increasing attention from scholars, and residency training remains a current research hotspot, with research frontiers focusing on cross-disciplinary areas such as emerging educational technologies. References | Related Articles | Metrics

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Exploration on competency-based teaching reform for stomatology undergraduates Pan Keqing, Deng Jing, Yuan Changqing, Wan Chunyan, Zhang Hui, Xu Quanchen, Sun Pei, Mei Li, Su Wen 2022, 42 (11):  1020-1023.  DOI: 10.3760/cma.j.cn115259-20220330-00405 Abstract ( 91 )   PDF (808KB) ( 92 )   The school of stomatology of Qingdao University aims to train qualified professionals. Since 2018, it has implemented undergraduate teaching reform, including early intervention of academic tutors; building a curriculum system based on “early specialty training, early hands-on practice, early clinical exposure, multiple clinical exposure, multiple professional education, with an integration of basic medical courses and stomatological courses (three early, two multiple, and one integration)”. Stomatological courses were moved to the first grade and run through the curriculum of each grade, with a proportion in the total class hours increased from 37.2% (85.5 /230) to 45.9% (112.5 /245). The experimental operation class hours were also increased from 52 credits to 72 credits. The existing professional courses were divided according to the disease types or treatment methods, and the relevant knowledge was organically integrated, gradually advancing from easy to difficult. The semesters of stomatology basic courses and professional courses were adjusted and closely connected. The comprehensive teaching mode of oral clinical practice was constructed to train students' comprehensive diagnosis and treatment thinking. Practical skills assessment and evaluation system were also built into the system. Under the new stomatology teaching and training mode, 75.6%(34/45) students had a clear understanding of their major in sophomore and junior year, 95.6% (43/45) students had a clear career plan; and 76.1% (35/46) students participated in clinical skills competition, the number of awardees was 45.7% (21/46) , which was 3-4 times as many as that of pre-reform students [22.0% (11/50) and 12.0% (6/50)]. The teaching reform has improved the students' professional cognition, facilitated them in developing their future career planning earlier, promoted the students' enthusiasm and initiative in learning, and laid a foundation for comprehensively improving the competence of stomatological undergraduates. References | Related Articles | Metrics

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Current status and influencing factors of satisfaction with clinical teaching among interns in rehabilitation therapy-related majors Lu Weiwei, Zhang Jian, Chen Jun, Liu Guanghua, Huang Yiming, Yu Qing 2022, 42 (11):  1024-1027.  DOI: 10.3760/cma.j.cn115259-20220412-00464 Abstract ( 79 )   PDF (785KB) ( 92 )   Objective To analyze the level of satisfaction with clinical teaching among interns in rehabilitation therapy-related majors and its influencing factors. Methods From June to December 2021, undergraduate candidates with rehabilitation therapy-related majors graduated from 2019 to 2021 were selected as the research subjects, and an ad hoc questionnaire was developed and used to investigate their level of satisfaction with the clinical teaching. Multivariate linear regression model was used to analyze the influencing factors of satisfaction with clinical teaching. Results A total of 100 respondents were included in this study, and their level of satisfaction with clinical internship was scored (65.64±18.74) (out of 100). The results of multivariate linear regression model showed that humanistic care (β=0.388, P<0.001), teaching interaction (β=0.307, P<0.001), professional cognition (β=0.289, P<0.001), teaching management (β=0.181, P<0.001), interns' workload (β=0.094, P=0.012), faculty (β=0.092, P=0.031) were significantly positively correlated with satisfaction of clinical internship, whereas internship duration (β=-0.110, P=0.005) was negatively correlated with satisfaction. Conclusions The satisfaction of clinical teaching needs to be improved among rehabilitation therapy-related majors' interns. Humanistic care, teaching interaction, professional cognition, teaching management, internship duration, interns' workload and faculty are the influencing factors of satisfaction with clinical internship. Through strengthening humanistic care, improving the teaching quality and strengthening the construction of teachers, enhancing the recognition of the major, and formulating a suitable internship duration and reasonable workload, which are necessary to improve the satisfaction of clinical teaching for interns with rehabilitation therapy-related majors. References | Related Articles | Metrics

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Exploration on teaching practice of primary training course of microsurgery for residents Xue Zixuan, Li Guangxue, Yu Siyue 2022, 42 (11):  1028-1032.  DOI: 10.3760/cma.j.cn115259-20220524-00673 Abstract ( 62 )   PDF (827KB) ( 46 )   Objective To explore the teaching effect and applicability of microsurgery primary training course for residents. Methods The data analysis method was adopted. A total of 39 residents who received standardized training in Peking University People's Hospital from March 2020 to March 2022 were selected as the research subjects. According to previous research, the primary training course of microsurgery was constructed. The primary training course of microsurgery was taught by a multidisciplinary team of clinicians. Theoretical knowledge assessment, operational skills assessment and questionnaire survey were used to evaluate the teaching effect and its scope of application. Independent sample t-test and analysis of variance were used for comparison between groups. Results The theoretical and practical scores among all 39 residents were (14.5±2.8) and (64.0±3.4), respectively. The total score was (78.7±3.8). The qualified rate was 100.0% (39/39), and the excellent rate was 53.8% (21/39). There was a statistically significant in the degree of microsurgical operation confidence of residents before and after the course [(1.3±0.6) vs. (2.9±0.9), P<0.001]. There was no statistically significant in the scores of residents among different departments, education background, years of training, previous skill training and relevant experience [for example, the scores of theoretical knowledge of residents with ≥3 years of residency and < 3 years of residency were[(14.7±2.7) vs. (14.4±2.9), P=0.741]; the score of operation skills assessment was[(64.2±4.2) vs. (63.9±2.9), P=0.776]. Residents also put forward suggestions such as increasing physical exercises and adjusting class time. Conclusions The teaching effect of the primary training course of microsurgery is good, which is helpful to popularize the knowledge of microsurgery among residents, train their microsurgery skills, and improve their operation confidence. The primary training course of microsurgery can be carried out among residents in different departments, educational background and training years. The primary training course of microsurgery still needs to be improved. References | Related Articles | Metrics

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Investigation on physician burnout and its influencing factors among different types of residents undergoing standardized training Li Ye, Yang Ying, Wang Ruoning, Wang Xiang, Cui Shuang, Lyu Ying, Jiang Hui 2022, 42 (11):  1033-1037.  DOI: 10.3760/cma.j.cn115259-20220223-00204 Abstract ( 109 )   PDF (828KB) ( 71 )   Objective To investigate the current status of physician burnout and influencing factors of residents undergoing standardized training. Methods A questionnaire survey was conducted among all residents-in-training in 17 affiliated hospitals and teaching hospitals of a university by using basic information form and the Chinese version of Maslach Burnout inventory-general survey in April 2020. The scores of each dimension of burnout among residents-in-training of different categories and training specialties were compared, and the relevant influencing factors were analyzed by binary logistic regression. Results A total of 3 531 valid questionnaires were received. The average scores of three dimensions of burnout, emotional exhaustion, depersonalization, and personal accomplishment were (10.24±6.82), (5.60±4.84), and (13.36±8.12), respectively. The overall detection rate of burnout among residents-in-training was 53.2% (1 878/3 531). Using resident undergoing standardized training as a reference point, the risk of burnout was higher in postgraduates in clinical specialties (OR=1.40, 95%CI: 1.14~1.71); with greater workload (OR=1.26, 95%CI: 1.19~1.34); and when the impact of the epidemic was greater (OR=1.24, 95%CI: 1.14~1.34); the above differences were all statistically significant (P<0.05). Conclusions There were differences in burnout among different types of residents undergoing standardized training, and the risk of burnout is higher among postgraduates in clinical specialties and residents in general practice, obstetrics and gynecology, etc. Educational management departments should increase their attention, strengthen humanistic care, and reduce burnout through multiple approaches. References | Related Articles | Metrics

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Investigation and analysis on the status quo of collaboration performance of standardized residency training program Zhao Yunwu, Wang Jinian, Wang Heng 2022, 42 (11):  1038-1042.  DOI: 10.3760/cma.j.cn115259-20220512-00617 Abstract ( 48 )   PDF (825KB) ( 41 )   Objective To understand the current situation of collaboration in standardized residency training program (hereinafter referred to as residency training), so as to analyze the main problems, and propose the quality control countermeasures for collaborative training. Methods In November 2019, with the multi-stage random sampling method, the first batch of 15 national residency training hospitals and its 40 collaborative hospitals in 6 provinces (including autonomous regions), as well as 793 instructing physicians in collaborative hospitals were surveyed using questionnaire. Descriptive statistical analysis was performed by Excel software. Results Among the 15 residency training hospitals, each one was cooperated with 3 collaborative hospitals on average. Thirty-nine point two percent (134/342) of specialties were carried out collaborative training, and 25.4% (34/134) of specialties were cooperated with more than two collaborative hospitals at the same time. Among the 40 collaborative hospitals, 85.0% (34/40) were tertiary hospitals, and 55.0% (22/40) were specialized hospitals, and 90.0% (36/40) implemented the “chief” responsibility system, and 90.0% (36/40) invested in residency training, and 60.0% (24/40) independently undertook the training work of the whole period. Thirty five percent (14/40) had less than 2 full-time management personal. Among the 22 specialized hospitals, 95.5%(21/22) reflected specialty characteristics. Among the 793 instructing physicians, 18.5% (147/793) did not meet the requirements for the title of instructing physician, and 12.5% (99/793) did not receive the training. Conclusions The collaborative hospitals have basically been equipped with the ability and conditions to assist residency training hospitals to carry out training. However, the requirements of collaborative training need to be clarified, the integrated collaborative management needs to be strengthened, and the training ability of collaborative hospitals needs to be improved. The suggested measures are to strengthen the top-level design of collaborative training system, improve the collaborative training mechanism, strictly control the quality of collaborative training, and strengthen the training ability of collaborative hospitals, especially the ability of instructing physicians, so as to further improve the collaborative training of standardized residency training program. References | Related Articles | Metrics

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Analysis on the effect of teacher training for standardized resident training in anesthesiology in Xinjiang Alimujiang Simayi, Gao Lin, Qian Jingjing, Zuo Yong, Ma Xueping, Xu Guiping 2022, 42 (11):  1043-1046.  DOI: 10.3760/cma.j.cn115259-20220427-00551 Abstract ( 53 )   PDF (808KB) ( 40 )   Objective To analyze the effect of teacher training for the standardized training of anesthesiology residents (referred to as residency training) in Xinjiang Uygur Autonomous Region, and to provide the basis for improving training strategies and measures. Methods This study used a questionnaire survey to select 178 participants who attended the teacher training class for residency training from 2019 to 2021 and to find out their self-assessment scores for six training modules before and after training. Paired design t-test was used to compare the differences before and after the training, and Spearman's rank test was used to analyze the correlation between the self-assessment ratings of the courses of different categories of students after the training. Results After training, students' satisfaction with teaching management [(4.07±0.38) vs. (3.22±0.48)], teaching ability [(4.14±0.50) vs. (3.22±0. 50)], teaching evaluation methods [(4.72±0.45) vs. (3.71±0.67)], communication skills [(4.37±0.55) vs. (3.56±0.74)], comprehensive quality [(4.76±0.43) vs. (3.68±0.60)], simulation teaching [(3.87±0.61) vs. (3.15±0.70)] were higher than the self-assessment scores before the training (all P<0. 05). After training, self-assessment scores of teaching evaluation methods (rs=0.16, P=0.032) and simulation teaching (r=0.36, P<0.001), were significantly and positively correlated with students' education. Conclusions The teacher training class for the standardization training of anesthesiology residents in Xinjiang has achieved good results. In the future, we should reasonably design training content, with a focus on improving the quality and effectiveness of training in single class, to enhance the relevance and effectiveness of teacher training. References | Related Articles | Metrics

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Characteristics and inspiration of American lifestyle medicine and its textbook Mou Baohua, Zhu Jinghai 2022, 42 (11):  1047-1051.  DOI: 10.3760/cma.j.cn115259-20220315-00320 Abstract ( 82 )   PDF (1938KB) ( 80 )   With the change of medical model from “Disease-centered” to “Health-centered” value medical system, the rise and development of Lifestyle Medicine (LM) has become inevitable. With the intervention of disease risk and individualized diagnosis and treatment of etiology, LM is expected to be the first-line tools for chronic disease prevention and treatment. The textbook Lifestyle Medicine, edited by Professor James M. Rippe, who is the founder of LM, is the first one of LM textbook in the United States. The third edition, revised in 2019, consists of 20 Parts,collecting the theories of behavioral science, psychology, nutrition and other disciplines and the latest clinical research results. It has far-reaching influence by building the theoretical framework and the foundation of LM education.The textbook advocates the integration of lifestyle medicine into daily clinical practice and adheres to the goal of patient-centered,value-based and results-oriented discipline development,thus to promote the human health. This article introduces the subject definition, education certification and professional requirements of lifestyle medicine, and introduces the structure, content and research topics of the textbook as a reference for domestic peers. References | Related Articles | Metrics

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John Black Grant's textbook on public health and his contribution in Peking Union Medical College as a public health pioneer Hu Guangyu, Wang Zongxin 2022, 42 (11):  1052-1056.  DOI: 10.3760/cma.j.cn115259-20220404-00427 Abstract ( 141 )   PDF (2246KB) ( 69 )   John Black Grant (1890–1962) was the founder of public health education in Peking Union Medical College and head of the Department of Hygiene and Public Health. He wrote the first textbook on public health for the college and contributed to the establishment and development of the Health Station of the First Inner Ward, Peiping and Ting Hsien Experimental Project of Rural Health Service. This article brings his accomplishments in Peking Union Medical College's public health education and practice in the early 1900's to the attention of the contemporary public. References | Related Articles | Metrics