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Thinking and exploration of virtual teaching and research department construction in provincial medical colleges under new medical education Tan Shengkui, Zeng Huaicai, Pang Weiyi, Zhu Xiaonian, Zhang Zhiyong 2022, 42 (12):  1057-1060.  DOI: 10.3760/cma.j.cn115259-20211116-01405 Abstract ( 207 )   PDF (873KB) ( 207 )   Virtual teaching and research department is a new basic teaching organization to carry out online-offline, virtuality-reality combined teaching and research activities, and classroom teaching practice. Virtual teaching and research department can effectively solve the problems existing in the cross-disciplinary, cross-professional, cross-regional teacher allocation and team knowledge structure in colleges and universities. Under new medical education, how to use modern information technology to promote development of virtual teaching and research department, and explore the new medical talent training system that meets the needs of the new era is crucial to the medical education reform. After discussed the problems and the importance of virtual teaching and research department construction in provincial medical colleges, we tried to explored the improvements for the connotation of new medical education, the teaching model construction for the growth of students, the training system construction for meeting the needs of local development, the teacher team construction for cross-disciplinary, the scientific research platform construction for focusing on frontier innovation, the innovation base construction for industry-teaching-research integration, and the construction of high quality resources and comprehensive evaluation system. We aim to provide new ideas and new strategies for the construction of virtual teaching department in provincial medical colleges. References | Related Articles | Metrics

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Exploration on the cultivation of ophthalmology talent training in medicine-engineering interdisciplinary under new medical education Lei Chaoyu, Xu Wei, Song Xuefei, Fu Yao, Zhou Huifang 2022, 42 (12):  1061-1064.  DOI: 10.3760/cma.j.cn115259-20220420-00511 Abstract ( 201 )   PDF (900KB) ( 174 )   Under the background of building new medical education, it is an important link for the national health development strategy to cultivate innovative talents who are competent to adapt to the needs of the times. Ophthalmology, as a discipline focusing on visual organ diseases and highly dependent on the development of engineering technology, is in urgent need of ophthalmic medical-engineering interdisciplinary talents. At present, there are some problems in the cultivation of ophthalmic medical-engineering interdisciplinary talents, including insufficient depth of interdisciplinary integration, unclear educational path, and unsophisticated talent cultivation mode. The Ophthalmology Department of the Ninth People′s Hospital Affiliated to Shanghai Jiao Tong University School of Medicine, based on the school′s concept of excellent medical innovative talents with multi-disciplinary medical and industrial skills, had explored the educational path for such talents from the aspects of the establishment of medicine-engineering interdisciplinary innovation training base, interdisciplinary teaching team building, and constructing ″one body with two wings″ education model, in order to provide reference for promoting the cultivation of high-level interdisciplinary talents in the affiliated hospitals of medical colleges in China. References | Related Articles | Metrics

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Exploration of training young core faculty members in medical colleges Hu Wei, Jiang Hui, Ma Zhen, Huang Jing, Liu Yujing 2022, 42 (12):  1065-1068.  DOI: 10.3760/cma.j.cn115259-20220228-00228 Abstract ( 116 )   PDF (873KB) ( 115 )   Young core faculty members in medical colleges are the main force for medical teaching. Faculty development of these young teachers in medical colleges is an important means to ensure the implementation of the healthy china strategy, the cultivate of talents in health professions, and training of medical students. But there are many challenges, including insufficient number and uneven distribution of teachers, insufficient literacy in educational theories, heavy workload in teaching, inadequate information competency, and lack of institutional support for faculty development. In response to these problems, the Peking University Health Science Center has constructed a training program for domestic visiting scholars with 4-level theoretical teaching and 3-level curriculum content, and evaluated the training effect through questionnaires and interviews. The results show that 98.8% (332/336) of the trainees reported improvement in their medical teaching and scientific research abilities. 90.2% (303/336) of the trainees have completed writing at least one manuscript upon graduation, and 97.9% (329/336) became the backbone of the department after training. It can be seen that the training program for domestic visiting scholars of Peking University Health Science Center, can improve the medical teaching and research ability and enthusiasm of the young faculty members in medical colleges, and increase intervasity cooperation. References | Related Articles | Metrics

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Research on the status and influencing factors of medical university teachers′ teaching ability based on logistic regression model Shao Juanjuan, Yan Li′na, Liu Danni, Zhao Yuanyuan, Chen Ying, Zheng Bin 2022, 42 (12):  1069-1073.  DOI: 10.3760/cma.j.cn115259-20220614-00779 Abstract ( 117 )   PDF (919KB) ( 132 )   Objective To investigate and analyze the status and influencing factors of teachers′ teaching ability in medical universities. Methods The multistage and stratified random sampling method was used to select the basic medical teachers and clinical teachers at a local medical university as the survey objects in January 2022. Principal component analysis was used to reduce the dimensions for the evaluation results of teaching ability of medical college teachers. SPSS 25.0 software was used to conduct the questionnaire reliability and validity analysis, descriptive analysis and logistic regression. Results The teaching ability of basic medical teachers was significantly higher than that of clinical teachers (β=-0.338, OR=0.713), and the development of teaching ability of teachers was insufficient (2.91±0.732). Using logistic regression, we found that variables such as teachers′ age, years involved in teaching, professional development orientation, policies and measures of university and clinical teaching bases were significantly positively correlated with their teaching ability (all OR>1, P<0.05). The teaching ability of teachers with master′s degree is higher than that of teachers with bachelor′s degree and doctor′s degree (β=0.536, OR=1.710, all P<0.05). Conclusions The teaching ability of teachers in local medical university is affected by age, educational background, years involved in teaching, subjective factors of teachers, policies and measures of university and clinical teaching bases. It is suggested that university and clinical teaching bases should create, in coordinated efforts, high-level teaching faculty integrating basic and clinical teachers. References | Related Articles | Metrics

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Investigation and analysis of clinical teachers′ teaching intention and their expectation for teaching support in Qingdao university Wang Jing, Wang Shuai, Yang Yongjie, Wang Yuansong, Liu Chengyu 2022, 42 (12):  1074-1078.  DOI: 10.3760/cma.j.cn115259-20220412-00470 Abstract ( 66 )   PDF (928KB) ( 62 )   Objective To analyze the teaching intention of clinical teachers and their expectations for teaching support, so as to inform the establishment of support system for clinical teaching. Methods From October to November 2021, a questionnaire was designed by reviewing the literature and consulting relevant experts. After that, 830 clinical teachers in Qingdao University were investigated on the teaching intention and their expected teaching support, for which chi square test was used for statistical analysis. Results A total of 75.1% (623/830) and 24.9% (207/830) of clinical teachers expressed willingness and lack thereof to engage in teaching, respectively. Among those willing to engage in teaching, the proportion of clinical teachers with senior professional and technical titles, aged 31 to 50, and teaching experience ≥11 years was higher than that of teachers with intermediate professional titles and below, ages≤30 and ≥51, and teaching experience ≤10 years [91.8% (413/450) vs. 55.3% (210/380), 79.4% (547/689) vs. 50.0% (10/20) vs. 54.5% (66/121), 84.5% (290/343) vs. 68.4% (333/487), all P<0.001]. The proportion of clinical teachers willing to engage in teaching who expected to receive teaching support was higher than that of clinical teachers unwilling to engage in teaching work [such as regular teaching and training activities: 81.5% (508/623) vs. 21.7%(45/207) ](all P＜0.001), and the top three expected teaching support were ″regular teaching training activities″ [81.5% (508/623)], ″teaching management departments attach importance to teachers′ feedback on students′ learning discipline″ [76.7% (478/623)], and improve teaching performance [68.9% (429/623)]. The top three expected teaching support who were unwilling to engage in teaching expect teaching support were ″appropriately reducing teachers′ scientific research tasks″ [32.9% (68/207)], ″improving the impact of teaching on promotion″ [27.1% (56/207)], and ″being able to teach on devoted time″ [25.1% (52/207)]. Whether willing to engage in teaching or not, the most expected teaching support for clinical teachers with senior professional and technical titles [88.7% (399/450)], age ≥51 years [87.0% (140/161)], and teaching experience ≥11 years [83.4% (286/343)] was ″the management department pays attention to the feedback of teachers on students′ learning discipline″, while the most expected teaching support for clinical teachers of internal medicine [90.9% (219/241)] and pediatrics [82.5% (52/63)] was ″regular teaching and training activities″, The most expected teaching support for clinical teachers in surgery [80.4% (131/163)] and obstetrics and gynecology [83.3% (105/126)] was ″appropriately reducing teachers′ scientific research tasks″. Conclusions Clinical teachers with senior professional and technical titles, who are in their prime of life and have long teaching experience are more willing to engage in teaching work. Clinical teachers with different teaching intentions expected different teaching support, but they all expected to strengthen students′ learning management, improve teaching ability and reduce the weight of scientific research over teaching. It is suggested that the corresponding teaching support system should be established through professional title appointment, teaching performance reform, improving teaching ability, strengthening student management and other measures, so as to guide and encourage clinical teachers, especially those who are not willing to engage in teaching, to actively participate in teaching. References | Related Articles | Metrics

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Design and implementation of clinical thinking in general practice course based on professional competency Zhai Jiayi, Lu Yuan, Ge Xuhua, Zhang Hanzhi, Jin Hua, Yu Dehua, Zheng Jialin 2022, 42 (12):  1079-1082.  DOI: 10.3760/cma.j.cn115259-20220502-00566 Abstract ( 146 )   PDF (903KB) ( 150 )   The professional competency of general practitioners (GP) is the prerequisite of ensuring high-quality primary medical services. The training of clinical thinking is an important means to realize the professional competence of GP. This course design includes 3 modules and 10 contents, covering 6 core elements and 12 basic characteristics of WONCA GP professional competency. After the 4-month training, the scores of 52 postgraduate students of GP in Objective structured clinical examination were significantly improved [(68.41 ± 14.69) vs. (62.77 ± 14.50), P<0.05]. The clinical thinking in general practice course based on professional competency has a favorable educational effect, which can be further promoted and implemented. References | Related Articles | Metrics

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Exploring the key points and difficulties of therapeutic exercise course based on knowledge graph and item response theory Cao Zhenyu, Wang Lei, Tu Yue, Lin Feng 2022, 42 (12):  1083-1088.  DOI: 10.3760/cma.j.cn115259-20220530-00704 Abstract ( 97 )   PDF (1471KB) ( 105 )   Objective Applying item response theory (IRT) and knowledge graph (KG) to explore the quantitative indicators for measuring the key points and difficults of medical professional courses, with a view to providing reference and example for promoting refined teaching management. Methods In January 2022, a knowledge point difficulty questionnaire was developed based on the Therapeutic Exercise course syllabus, and a knowledge point difficulty self-assessment survey was administered to 119 students in the 2019 class of rehabilitation therapy at Nanjing University of Chinese Medicine who had completed the course final examination. The students′ examination results and their self-assessment results of 61 course-specific knowledge points were extracted, and the Mokken scale analysis and Roche model construction were conducted based on IRT to assess the students′ learning ability and its correlation with the examination results, and to estimate the difficulty values of the knowledge points; the correlations of the knowledge points were quantified and measured with the help of KG technology, and the core structure of KG was extracted and analysed. Results Forty-two knowledge points were selected for the construction of the Roche model by the Mokken scale analysis, and the resulting model had good fit (P=0.065 for the fit test), reliability (Cronbach coefficient of 0.968) and validity (students′ test scores were weakly and significantly correlated with the learning ability values estimated by the model: P=0.014, r=0.23). The model fit was good for each knowledge difficulty (Bonferroni corrected p-values were >0.05). the core structure of the KG covered 61 knowledge points and visual analysis showed it to be presented as a hierarchical dominant structure with pivot nodes. Conclusions The combination of IRT model and KG technology can quantitatively measure students′ learning ability and the key points and difficults of their knowledge, providing a refined management tool for teaching medical professional courses. References | Related Articles | Metrics

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Investigation on the status quo of student engagement in a medical college based on demographic characteristics Yuan Yuqi, Huang Ruiyan 2022, 42 (12):  1089-1092.  DOI: 10.3760/cma.j.cn115259-20220607-00738 Abstract ( 58 )   PDF (872KB) ( 45 )   Objective To investigate the current situation of student engagement among medical college students and explore the impact of demographic characteristics on the student engagement of medical students, so as to inform the improvement of student engagement and teaching quality of medical colleges. Methods From February to March 2022, a questionnaire survey was conducted among 1 927 students of 6 majors including clinical medicine in Nanjing Medical University using stratified random sampling. Correlation analysis and multiple linear regression were used to analyze the relationship between demographic characteristics and student engagement. Results The score of medical students′ engagement was (3.53±0.56). Correlation analysis showed that only-child status (r=-0.048), grade (r=-0.105), achievement ranking (r=0.177), family location (r=0.103), parents′ education level (r=0.110, r=0.121), and annual family income (r=0.090) were associated with medical students′ engagement (P<0.05). Multivariate linear regression analysis showed that grade, achievement ranking, mother′s education level and annual family income are influencing factors of medical students′ engagement. Conclusions Overall, the student engagement of medical students is good and is affected by many factors. Medical colleges should pay more attention to the learning situation of medical students, then improve the medical students′ engagement. References | Related Articles | Metrics

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Investigation and analysis of mental health and coping styles of college students during the prevention and control of COVID-19 epidemic Zhai Xiaoyan, Zhang Kun, Jing Peng, Lei Fuqiang, Zhao Yan, Gao Wenjuan, Liu Hua, Han Jiting, Ni Aihua 2022, 42 (12):  1093-1097.  DOI: 10.3760/cma.j.cn115259-20220414-00488 Abstract ( 64 )   PDF (903KB) ( 49 )   Objective To assess the mental health and coping style of college students for psychological intervention during the prevention and control of COVID-19 epidemic. Methods A questionnaire survey was used. A convenient sample was recruited from March to April 2020. We conducted an survey among 1 580 college students from 4 colleges and universities in Hebei Province using psychological questionnaires for emergent events of public health and simplified coping style questionnaire. Nonparametric test, binary logistic, multiple linear regression analyses were performed. Results Among depression, neurasthenia, fear, obsessive-anxiety and hypochondria, students′ fear scores are the highest [0.5 (0.5)]. College students with worse internet service(OR=2.23,2.39,4.11,95%CI:1.12-4.42,1.21-4.71,1.12-4.42)and cannot take online classes at scheduled times(OR=4.27,11.08,6.92, 95%CI:1.48-12.33, 1.45-11.65, 1.91-24.99) were susceptible to depression, neurasthenia and obsessive-anxiety separately. An irregular lifestyle was susceptible to depression [OR (95% CI)=2.75 (2.00-3.77)], neurasthenia[OR (95% CI)=2.75 (1.99-3.79)] and fear [OR (95% CI)=1.61 (1.25-2.07)]. Being bored while staying at home was susceptible to depression [OR (95% CI)=2.84 (2.05-3.93)], neurasthenia [OR (95% CI)=2.25 (1.63-3.11)], depression [OR (95% CI)=1.72 (1.36-2.18)], obsessive-anxiety[OR (95% CI)=4.64 (2.17-9.91)], hypochondria[OR (95% CI)=2.13 (1.29-3.53)]. Paying attention to the epidemic for more than 1 hour per day including all day and 1-3 hours was susceptible to fear [whole day: OR (95% CI)=5.15 (1.74-9.92), 1-3 hours: OR (95% CI)=3.67 (1.55-8.69)]. Health volunteers were susceptible to obsessive-anxiety [OR (95% CI)=4.31 (1.54-12.10)] and hypochondria [OR (95% CI)=3.66 (1.48-9.06)] (all P<0.05). Those who live in the city (b=0.063, P=0.018), being bored while staying at home (b=0.098, P＜0.001), an irregular lifestyle (b=0.060, P=0.019), medical students (b=0.083, P=0.003), liberal arts students (b=0.091, P=0.003) were tend to negative coping styles compared to living in the country, not being bored while staying at home, regular lifestyle, and science student. Conclusions During the early phase of the COVID-19 epidemic, college students were mainly fearful. Colleges and universities should focus on the mental health of those who can′t take online classes on time, maintain irregular lifestyle, feel bored while staying at home, pay attention to the epidemic situation for more than one hour a day, and are volunteers for epidemic prevention, as well as pay attention to the coping styles of college students who live in cities, feel bored while staying at home, and have irregular lifestyle, medical students, and liberal arts students, in order to carry out targeted psychological intervention, and cultivate positive coping styles of college students and improve their ability to solve problems. References | Related Articles | Metrics

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Application of concept map in medical education Li Lijuan, Wang Li, Yan Yan 2022, 42 (12):  1098-1101.  DOI: 10.3760/cma.j.cn115259-20220509-00599 Abstract ( 89 )   PDF (1185KB) ( 105 )   Concept map is an effective graphic tool for organizing and representing knowledge. In order to improve the understanding of concept map and promote its better application in medical education, this paper reviews the characteristics of concept map teaching method, as well as its application in medical education. As tool and strategy, concept map plays a positive role in many teaching procedures, such as teachers′ teaching, students′ learning and assessing of learning. Its fields and model of application in medical education have become increasingly extensive and diverse. The outstanding advantage of concept map is that it can promote the realization of meaningful learning and self-directed learning. References | Related Articles | Metrics

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Application of project-driven teaching method in experimental teaching of biomedical engineering Zhang Yang, Liang Fulai, Xue Huijun, An Qiang, Liu Lantao, Lyu Hao, Wang Jianqi 2022, 42 (12):  1102-1105.  DOI: 10.3760/cma.j.cn115259-20220606-00732 Abstract ( 66 )   PDF (903KB) ( 63 )   The project-driven teaching method has gradually been accepted in college experimental teaching in recent years to motivate students and improve their practical ability, innovative spirit and independent learning ability by completing actual projects. Aiming at the problems of isolated knowledge and insufficient cultivation of students′ practical ability and innovative spirit in the experimental teaching of biomedical engineering subject foundation courses in medical universities, since 2017, Air Force Medical University has implemented a project-driven teaching method among 76 students of the four-year biomedical engineering program from grade 2016 to 2019. Strategies included adding teaching modules, selecting of experimental projects, and refining the teaching implementation process, optimizing assessment indicators. The teaching effect was evaluated by experimental examination and questionnaire survey. According to the results, the experimental score of the students was (91.11±2.04), and excellent rate has reached 81.6%(62/76). All of the students liked the project driven teaching method and thought that their team cooperation ability had been improved through the project driven experiment. A total of 89.5% (68/76) of the students thought that the project driven experiment was helpful to the cultivation of innovation spirit, and 78.9% (60/76) thought that it was very helpful to the cultivation of engineering practice ability and scientific research ability. All of the students thought that the project-driven teaching method solved or partially solved the problem of isolated knowledge and loose logical connection among courses in traditional experimental teaching. The application of project-driven teaching method in biomedical engineering experimental teaching had achieved good results, was recognized by students, and helpful to improve the students′ engineering practice ability and innovation spirit. References | Related Articles | Metrics

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Exploration of case-based learning incorporated by KWL form in probation teaching for pediatric undergraduates Yang Hongxia, Jiang Min 2022, 42 (12):  1106-1109.  DOI: 10.3760/cma.j.cn115259-20220420-00518 Abstract ( 101 )   PDF (872KB) ( 103 )   Objective To explore the effect of case-based learning incorporated by KWL form in probation teaching for pediatric undergraduates. Methods From June 2021 to April 2022,forty undergraduates majoring in clinical medicine enrolled in 2018 from Sanquan College of Xinxiang Medical University in the Department of Pediatrics of Shenzhen University General Hospital were randomly divided into the study group and the control group. Case-based learning incorporated by KWL form was used for the study group, while traditional teaching method was used for the control group. The teaching quality, including satisfaction survey of the study group and examination results of all students enrolled in the trial were analyzed, and differences of measurements were compared by t-test. Results Results from questionnaire in the study group showed that 90.0%(18/20)of students believed that the teaching method was helpful to stimulate learning interest and contributed to systematically master the knowledge of pediatrics, and 85.0%(17/20)of students believed that the teaching method was helpful to improve the ability of independent learning, and contributed to the improvement of clinical thinking, clinical skills, communication and other skills. The scores of theory test of study group had some improvement (88.70±5.05 vs. 84.85±4.56) as compared with the students of control group, and the scores of the basic knowledge section (55.05±3.17) and the case analysis section (33.65±2.70) of the study group were both higher than those of the control group (53.00±2.88 and 31.85±2.13)(all P<0.05). Conclusions Case-based learning incorporated by KWL form had good effect in probation teaching for pediatric undergraduates, and was helpful to cultivate comprehensive quality. References | Related Articles | Metrics

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The influence of different characteristics among students on course participation and teaching effects in Epidemiology PAD Luo Yingyi, Zhang Rui, Han Dan, Chen Linjun, Chen Yanfeng 2022, 42 (12):  1110-1114.  DOI: 10.3760/cma.j.cn115259-20220514-00625 Abstract ( 52 )   PDF (893KB) ( 52 )   Objective To investigate the participation of students with different characteristics in presentation-assimilation-discussion class (PAD) teaching and the influence of participation on the effectiveness of PAD teaching, and to provide references for further optimizing PAD and improving the teaching effect in Epidemiology. Methods From October 2021 to January 2022, a total of 144 students majoring health inspection and quarantine enrolled in 2019 of Shanghai University of Medicine & Health Sciences were selected as the research participants and PAD method was used in several chapters of Epidemiology course. Information including learning attitudes, learning habits and learning goals, as well as the participation and evaluation of PAD were collected through an online questionnaire. The teaching effects were evaluated by student′s ability score and basic knowledge score. Multiple linear regression analysis was used to study the independent influencing factors of PAD on teaching effect. Results The scores of students′ participation and teaching effect in PAD were 27.0(6.0) and 30.0(8.0), respectively, while the scores of students′ ability evaluation and basic knowledge were 70.0(20.0) and (81.02±5.84), respectively.Students with different review duration had different scores of PAD participation. The score of those who never reviewed, reviewed 0.5 to 1 hour, and reviewed more than 1 hour were 24.0(5.0), 27.0(6.0), and 28.0(6.0), respectively; students with different willingness to try new learning methods had different scores of PAD participation. The score of those with weak, medium, and strong desire were 24.0(7.0), 27.0(5.8), and 30.0(6.0), respectively; students with different learning objectives had different scores of PAD participation. The score of those who learning for credits, admission to graduate school, and ability improvement were 24.0(2.0), 27.0(6.0) and 28.0(7.0), respectively. There were statistical differences (all P<0.05). Multiple linear regression analysis showed that the regression coefficient of PAD participation on teaching effect score was β=0.989 (P<0.001), and the regression coefficient of PAD participation on students′ ability score was β=0.552 (P=0.010). Conclusions Students differently due to their different characteristics had different levels of participation in Epidemiology PAD course, which is the major influencing factor of the teaching effect. Teachers should guide students differently due to their different characteristics in PAD teaching, thus to improve student participation and the teaching effect. References | Related Articles | Metrics

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A study on the effect of CPR training for new students in a medical school Sun Yujie, Feng Di, Zhang Yang 2022, 42 (12):  1115-1118.  DOI: 10.3760/cma.j.cn115259-20220507-00588 Abstract ( 64 )   PDF (913KB) ( 41 )   Objective To investigate the current state of CPR awareness and CPR mastery of a medical school and to provide reference for curriculum improvement. Methods In November 2021, CPR skills training was conducted for all 2021 freshmen of China Medical University. And in January 2022, a stratified equal proportion sampling method was used to select 1 117 students for a questionnaire survey to investigate the training effect. The χ2test was used to compare the differences of CPR awareness and the degree of mastery of each step of the operation among students of different majors. Results Respectively 87.9%(362/412), 88.6%(147/166), 75.0%(123/164), 76.5%(176/230) and 84.8%(123/145) of students among majors of clinical medicine, special clinical medicine, nursing, other medicine, and non-medicine thought that universal CPR was very necessary, the difference was statistically significant (χ2=25.48,P<0.001); 80.5%(899/1 117), 71.9%(803/1 117), 95.2%(1 063/1 117), 86.9%(971/1 117) and 89.5%(1 000/1 117) of students knew very well or basically knew activating emergency response system, chest compression, opening airway, and manual ventilation, respectively,the difference was statistically significant (χ2=276.97,P<0.001); 84.5%(944/1 117) of the students were concerned about their lack of ability to respond to strangers, and 67.1%(749/1 117) of the students wanted to be trained in leadership skills in the face of emergencies. Conclusions The new students of class 2021 generally agree with the necessity of promoting CPR, but the level of awareness about it needs to be improved. Students were basically able to master the operation of CPR, with differences in the mastery of each step. It is recommended to strengthen the teaching of CPR-related knowledge for new students in medical schools, without neglecting each step. References | Related Articles | Metrics

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Investigation on the concept of company with patients in respiratory practice for interns Yang Danrong, Gu Xiaohua, Ren Tao 2022, 42 (12):  1119-1122.  DOI: 10.3760/cma.j.cn115259-20220421-00528 Abstract ( 50 )   PDF (902KB) ( 30 )   Objective To investigate the effect and feasibility on the concept of company with patients in respiratory practice for interns. Methods From March 2020 to February 2022 60 interns enrolled in 2016 and 2017 of Shanghai Jiao Tong University School of Medicine were equally and randomly divided into study group and control group.They were as interns in Department of Respiratory and Critical Care Medicine of Shanghai Sixth People′s Hospital Affiliated to Shanghai Jiao Tong University School of Medicine.Interns in the control group practiced routinely, while those the study group would accompany patients to complete laboratory examinations as required, documented by their clinical mentors with signatures. The mini-clinical evaluation exercise was used for reference to examine when the interns finished respiratory rotation. Results The accompanying task in the study group were all accomplished as expected. Compared with the control group, the score of communicating skills was better (5.97±0.17 vs. 4.97±0.25) of study group, so was the efficiency of organization was (5.93±0.17 vs. 5.53±0.11) (all P<0.05). Conclusions It is feasible to implement the pratice of accompany patients in respiratory practice for interns which is helpful to improve communication skills and organizational efficiency of interns. References | Related Articles | Metrics

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Survey on the interest in and influencing factors of cognitive rehabilitation for interns from rehabilitation therapeutics Jiang Ting, Xiang Wei, Shi Feng, Gong Yu, Guan Weichang, Liao Weijing 2022, 42 (12):  1123-1127.  DOI: 10.3760/cma.j.cn115259-20220602-00725 Abstract ( 49 )   PDF (925KB) ( 37 )   Objective To understand the interest in and influencing factors of cognitive rehabilitation for interns from rehabilitation therapeutics interns. Methods A total of 169 interns from rehabilitation therapeutics major who practiced in the department of neurorehabilitation, Zhongnan Hospital of Wuhan University from 2020 to 2022 were selected as study subjects. A questionnaire was used to investigate their interest, cognitive status and influencing factors in cognitive rehabilitation. Chi-square test and logistic regression analysis were used for statistical analysis. Results A total of 57.4% (97/169) of the interns were interested in cognitive impairment rehabilitation. The top three cognitive domains they were interested in were memory [65.0%(63/97)], attention [60.8%(59/97)] and executive dysfunction [48.5%(47/97)]. Compared with the dispensing student, the students who volunteered to fill in the rehabilitation major were more interested in cognitive rehabilitation (OR=3.41,95%CI:1.46~7.99); Students who rotated in the cognitive therapy room were also more interested in cognitive rehabilitation than students who did not rotate (OR=2.28, 95%CI:1.12~4.63), the differences were statistically significant (all P＜0.05). Conclusions Rehabilitation therapeutics interns are generally interested in cognitive rehabilitation. It is necessary to further strengthen faculty development of teachers in cognitive rehabilitation, improve their clinical professional ability and teaching level, expand students′ knowledge acquisition pathways and clinical practice opportunities and actively explore diversified teaching modes, so as to increase students′ interest and learning intentions in cognitive rehabilitation. References | Related Articles | Metrics

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Exploration on the curriculum construction of ″clinical practice of psychological nursing″ for masters of nursing specialists Wang Yanbo, Chong Yue 2022, 42 (12):  1128-1132.  DOI: 10.3760/cma.j.cn115259-20220524-00672 Abstract ( 49 )   PDF (886KB) ( 44 )   Postgraduates with master′s degree in nursing are the backbone of nursing service in the future. Their humanities training is directly related to the quality of clinical nursing service. However, at present, the curriculum of nursing postgraduates in many schools in China lacks a humanities/psychology curriculum module featuring clinical practice. This paper puts forward the curriculum framework of clinical practice of psychological nursing and makes practical exploration. Teaching objective of this course was to improve the postgraduate students′ abilities in the nurse-patient communication, humanistic care, narrative nursing, and system intervention. The course content integrated the theoretical and practical content of modules such as nurse-patient communication, Balint group, narrative nursing, palliative care, family intervention and group intervention. The teaching methods combined case teaching, experiential teaching, role-playing and other methods. Students reported that their clinical practice ability was improved. The course also provided a feasible model for the cultivation of clinical skills of psychological nursing. Therefore, it seems beneficial of integrating the training of clinical skills of psychological nursing into the standardized training curriculum system. References | Related Articles | Metrics

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Visual analysis of research hotspots of master of nursing specialist education in China Lu Xiuli, Liang Wenli, Huang Fenglian 2022, 42 (12):  1133-1137.  DOI: 10.3760/cma.j.cn115259-20220528-00698 Abstract ( 87 )   PDF (1670KB) ( 66 )   Objective To understand the current status of research in master of nursing specialist education in China, analyze the research hotspots, and provide guidance for deepening the reform of education research. Methods CiteSpace software was used to visually analyze 521 articles on master of nursing specialist education in CNKI, Wangfang and Weipu database from 2012 to 2021. Results (1) The number of articles published on master of nursing specialist education was at a low level, and the issuing institutions are mainly medical colleges and universities, with little cooperation among institutions and no core authority established; (2) Research hotspots were training mode, clinical practice and core competence, as well as the combined training of professional postgraduate students and specialist nurses. Conclusions The education of master of nursing specialist started late in China, and the educational research needs to be further strengthened. Training mode, clinical practice, core competence and integration with specialist nurses have been the research hotspots of master of nursing specialist education in recent ten years, which needs further exploration in the future. References | Related Articles | Metrics

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Study on the influencing factors of residents′ benefit score of using UpToDate clinical consultant Gong Bin, Huang Yilin, Wan Shanshan, Wang Zhengyang 2022, 42 (12):  1138-1142.  DOI: 10.3760/cma.j.cn115259-20220531-00711 Abstract ( 82 )   PDF (897KB) ( 55 )   Objective To analyze the influencing factors of residents′ benefit score using UpToDate clinical consultant (hereafter referred to as UpToDate), and to provide reference for the training of residents. Methods In July 2021, a total of 1 344 residents from 52standardized training bases for residents in five provinces of Gansu, Hainan, Jiangsu, Shanxi and Zhejiang were investigated by using the basic information questionnaire, the UpToDate benefit rating questionnaire and the revised Jefferson scale of physician lifelong learning, and quantile regression analysis will be used to analyze the influencing factors of their benefit score using UpToDate. In this study, 9 deciles were selected to establish 9 quantile regression equations, among which 0.1-0.3 quantiles were classified as group of low quantiles score, 0.4-0.6 as group of middle quantiles score, and 0.7-0.9 as group of high quantiles score. Results The UpToDate benefit score of other degrees residents increased by more than 10 points compared with doctor degree in the group of low quantiles score, and in the groups of middle and high quantiles score, the UpToDate benefit score of other degrees residents changed all less than 0 compared with doctor degree. In the all groups, for each additional point of the residents′ ″learning beliefs and motivation″, the change of the UpToDate benefit score gradually increased from -0.33 to 1.33; in the group of low quantiles score, for each additional point of ″attention to learning opportunities″ the change of the UpToDate benefit score fluctuated at 1.00, while in the groups of middle and high quantiles score, the change of the UpToDate benefit score gradually decreased from 1.00 to 0.20; in the groups of low and middle quantiles score, for each additional point of ″technical skills in seeking information″, the change of the benefit score was around 1.00, while in the group of high quantiles score, the change of the UpToDate benefit score decreased from 0.70 to less than 0.01. Conclusions Residents′ degrees mainly affected the UpToDate benefit score in group of low quantiles score, ″learning beliefs and motivation″, ″attention to learning opportunities″ and ″technical skills in seeking information″ affected the UpToDate benefit score in all groups. Different training programs can be developed for residents with different educational background, and measures should be taken to increase residents′ learning beliefs and motivation, to provide residents learning opportunities and to improve technical skills in seeking information. References | Related Articles | Metrics

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The application of integrated teaching in the management of geriatric comorbidity in the standardized training of general practitioners Ge Jianli, Geng Shasha, Pu Lin, Jiang Hua 2022, 42 (12):  1143-1147.  DOI: 10.3760/cma.j.cn115259-20220520-00655 Abstract ( 93 )   PDF (900KB) ( 57 )   Objective To explore the application of integrated teaching in improving the ability of geriatric comorbidity management in the standardized training of general practitioners. Methods A total of 91 residents who received standardized training in the general practice center of Shanghai East Hospital from August 2016 to April 2022 were enrolled. According to their years of training, 50 were assigned to the experimental group and 41 to the control group. The integrated teaching mode was used in the experimental group and whereas traditional teaching mode was used in the control group. We implemented process evaluation (reflective notes in five dimensions) and phased evaluation (multi station clinical skill assessment, annual theoretical assessment). The effects of the two groups were evaluated before and after this course. Results After training, the total score of experimental group was higher than that of the control group in five dimensions of reflective notes, with a statistically significant difference [(24.40±0.15) vs. (22.46±0.15), t=6.79, P<0.001]. The total score of experiment group was higher than that of the control group in the multi station clinical skill examination [(485.08±0.93) vs. (443.59±1.12)] and the annual theoretical examination [(82.18±3.33) vs. (71.24±10.59)],with a statistically significant difference (all P<0.001). Conclusions The ability to manage geriatric comorbidity was trained in the standardized training of general practitioners. The application of integrated teaching can promote students to form a systematic, holistic, and comprehensive clinical thinking, and improve the comprehensive diagnosis and treatment ability of geriatric comorbidity management and complex cases. References | Related Articles | Metrics

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Inspiration from the cultivating model for Doctor of Public Health (DrPH) in the United States Zhang Tian, Bao Wenxin, Yang Qianlei, Zhang Zengli, An Yan 2022, 42 (12):  1148-1152.  DOI: 10.3760/cma.j.cn115259-20220403-00424 Abstract ( 107 )   PDF (898KB) ( 101 )   With the social development and the change of disease spectrum in China, public health problems have gradually become the main problem affecting people′s health, especially since the outbreak of Corona Virus Disease 2019 (COVID-19) pandemic in early 2020, which once again exposed the relative unpreparedness to public health emergencies in China. It is both important and urgent to develop training programs for high-quality public health professionals. Combining international experiences with domestic reality, our paper analyzed the current situation and the existing problems of the programs of Doctor of Public Health (DrPH) in China, drew lessons from the experiences of top universities in the United States, and put forward suggestions on registration requirements, training plans and graduation requirements, so as to provide a glimpse into further improving the Healthy China 2030 plan in the Chinese context. References | Related Articles | Metrics