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01 January 2023, Volume 43 Issue 1 Previous Issue    Next Issue

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Discussion on the construction of virtual teaching and research department of general practice medicine Bai Chaohui, Ge Xuhua 2023, 43 (1):  1-4.  DOI: 10.3760/cma.j.cn115259-20220607-00739 Abstract ( 180 )   PDF（mobile） (839KB) ( 177 )   The virtual teaching and research office is a new exploration of the new grass-roots teaching organization based on the background of internet era and relying on modern information technology. In order to promote the cultivation of general practice talents and promote the development of general practice in China, this paper will start with the necessity and feasibility of constructing virtual teaching and research room of general practice, and explain the construction goal and content of virtual teaching and research room of general practice, so as to provide reference for exploring the construction of virtual teaching and research room of general practice. References | Related Articles | Metrics

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Exploration on the applied talent training model of ″2+1+1″ in rehabilitation therapeutics Duan Zhouying, Chen Wenhua, Sheng Yilan 2023, 43 (1):  5-9.  DOI: 10.3760/cma.j.cn115259-20220529-00701 Abstract ( 140 )   PDF（mobile） (1069KB) ( 143 )   Most rehabilitation therapists in China are graduates from the major of rehabilitation therapeutics, which focuses highly on training in skills and capacities. However, problems still exist in its overall product as well as process, such as the disconnect between the genuine and expected competency level of graduates, the dissonance between education in theory and training in practice, and discordance of medical education in schools and in hospitals. Based on this, the Rehabilitation Therapeutics program in Shanghai Sanda University cooperated with Shanghai General Hospital and developed a ″2+1+1″ system, which is a three-phase training model, based on a real integration of theory and practice as well as a set of clinically oriented course system. Meanwhile, mechanism for deepening cooperation was implemented and teacher-group in ″bi-positioning″ was set for student education. This model has effectively improved the quality of professional development and talent training, shortened the identity formation process from students to rehabilitation therapist and provided experience and reference for the cultivation of applied talents in rehabilitation therapy. References | Related Articles | Metrics

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The current situation of and reflection on disaster medical rescue training in medical colleges and universities Gao Jiahui, Liu Jingjing, Hong Xiayun, Yan Qianwen, Zheng Wenhao, Huang Xianqing 2023, 43 (1):  10-14.  DOI: 10.3760/cma.j.cn115259-20220630-00842 Abstract ( 97 )   PDF（mobile） (842KB) ( 81 )   With the frequent occurrences of natural disasters around the world, the improvement of disaster response ability is one of the effective measures to reduce disaster risk factors. Medical students are an important force for disaster relief in the future. Through literature research, this paper reviews, from published reports both at home and abroad, disaster rescue training in medical colleges and universities from 2017 to 2021, sorts out the current situation of disaster medical rescue training in medical colleges and universities. The results turned out that the disaster rescue ability of medical students needs to be systematically cultivated all over the world. In the future, clearer standards, joint training and exercise should be explored for disaster rescue training of medical students in China, in order to optimize disaster rescue training in medical colleges and universities in China. References | Related Articles | Metrics

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Application of mind-mapping technique in the teaching of neonatal diseases for eight-year program undergraduates Zheng Fangyuan, Zeng Chaomei 2023, 43 (1):  15-18.  DOI: 10.3760/cma.j.cn115259-20220711-00887 Abstract ( 159 )   PDF（mobile） (840KB) ( 177 )   Objective To explore the effect of mind-mapping technique in the teaching of neonatal diseases for eight-year program undergraduates. Methods From August 2021 to June 2022, a total of 53 eight-year program undergraduates enrolled in 2018 from Peking University Health Science Center were randomly divided into an experimental cohort and a control cohort. The experimental cohort (n=26) were taught with the mind-mapping technique, whereas the control cohort (n=27) were taught with traditional methods. All students of the two cohorts received theoretical exams and clinical thinking exams at the end of training and three months after training, and received interviews and questionnaire survey.The differences between the two groups were compared by t-test and U-test. Results In the exams at the end of training and three months after training, the scores of clinical thinking of the experimental cohort and the control cohort were (9.03±0.54) vs. (8.73±0.41) and (8.75±0.57) vs. (8.43±0.45), with statistical significance (both P<0.05); the scores of theoretical exams of the experimental cohort and the control cohort were (86.38±12.84) vs. (84.81±5.87) and (76.76±8.95) vs. (74.22±8.91), without statistical significance (both P>0.05). Compared to the students of control cohort, the students in experimental cohort were significantly more satisfied in the terms of enhancing knowledge retention and improving learning efficiency, and the differences were statistically significant (both P<0.05). Conclusions Mind-mapping technique is a simple and effective method in the teaching of neonatal diseases, which can improve the short-term and long-term clinical thinking ability of students and obtain good course satisfaction. References | Related Articles | Metrics

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The application of task-driven teaching method in scientific research ability for emergency nurses Yang Piaoyu, Zhou Wanting, Wang Ping, Ding Shengmei, Yu Ying, ZhengJili, Feng Li 2023, 43 (1):  19-22.  DOI: 10.3760/cma.j.cn115259-20220531-00716 Abstract ( 119 )   PDF（mobile） (806KB) ( 127 )   Task-driven teaching method is a teaching mode based on constructivism learning theory, which is “task as the main line, students as the main body, teachers as the facilitator”, and has been widely used in adult learning. The task-driven teaching method was adopted in the scientific research training course of emergency nurses in Zhongshan Hospital of Fudan University and the teaching effect was evaluated by nursing scientific research ability questionnaire and semi-structured interview. The results showed that the total score of nurses' scientific research ability increased from (49.00±19.71) to (66.06±14.93), the difference was statistically significant(t=-5.02,P＜0.001). Task-driven teaching method applied in course of scientific research capacity has improved nurses' scientific research ability. References | Related Articles | Metrics

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Application of case-based learning in the teaching pediatric physical therapy for postgraduates in rehabilitation Deng Weiwei, Gao Yu, Jin Mengdie, Song Yanping, Chen Nan 2023, 43 (1):  23-26.  DOI: 10.3760/cma.j.cn115259-20220517-00634 Abstract ( 126 )   PDF（mobile） (843KB) ( 134 )   The case-based learning (CBL) promotes communication between students and teachers through cases, improves students' ability to identify and solve problems, and promotes close integration of theory and practice. This study illustrated the design and implementation of the pediatric physiotherapy course with CBL, taking the teaching of the 2020 class of medical technology master students of Shanghai University of Sport from March to June 2021 as an example, and evaluated the teaching effect through theoretical and operational performance assessments and satisfaction questionnaires. The results showed that the final theoretical knowledge and practical test scores were (85.23±5.35) and (86.83±4.95), respectively. The satisfaction scores of teaching methods and content mastery were (28.47±2.26) and (23.33±2.53), respectively. It can be seen that the CBL helps to improve the learning effect and course satisfaction, but the effects on students' ability to solve practical clinical problems are still worth further exploration. References | Related Articles | Metrics

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The application of ″rain classroom + BOPPPS″ method in human anatomy teaching Li Xuemei, Liu Huan, Zhang Yafang, Liu Baoquan, Xu Fengyan, Yang Huike 2023, 43 (1):  27-30.  DOI: 10.3760/cma.j.cn115259-20220608-00742 Abstract ( 176 )   PDF（mobile） (807KB) ( 183 )   The teaching method based on ″rain classroom + BOPPPS″ aims to motivate students' learning and is helpful to cultivate students' comprehensive ability. Taking the digestive system of human anatomy as an example, the design and implementation of ″rain classroom + BOPPPS″ teaching method was assessed in human anatomy for ″5+3″ integrated clinical medicine major involving in 52 students in Harbin Medical University, and the teaching effect was evaluated by final exam and questionnaire survey ways. Results showed that the mean score of final exam was (82.7±7.6), 8 students (15.4%) received excellent score (≥90 points), and all 52 students (100.0%) passed the exam(≥60 points). In addition, in this teaching 47 students (90.4%) completed pre-class tasks by myself before class, all 52 students (100.0%) passed the pre-assessment and post-assessment, 49 students (94.2%) took actively participation in the process of teaching, 51 students (98.1%) considered that this teaching method was helpful to improve the learning interest and cultivate the autonomous learning ability in their learning, and 50 students (96.2%) believed that this teaching method could promote their ability to analyze and solve problems. In summary, ″rain classroom + BOPPPS″ teaching method can promote students to participate in the whole teaching process, improve their interest in learning and self-learning ability, which ultimately resulting in a good teaching effect. Additionally, this method also can significantly develop the analyzing and problem-solving ability of students. References | Related Articles | Metrics

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Study of artificial intelligence face recognition technology for real-time assessment of medical students' classroom concentration Yang Jingwen, Yang Zonghan, Li Jian, Liu Yunsong 2023, 43 (1):  31-34.  DOI: 10.3760/cma.j.cn115259-20220516-00628 Abstract ( 194 )   PDF（mobile） (988KB) ( 92 )   Objective To explore the feasibility of artificial intelligence face recognition technology (referred to as face recognition technology) in evaluating medical students' classroom concentration in real time. Methods In October 2021, 80 students of five-year and eight-year majors in stomatology enrolled in 2018 in Peking University School of Stomatology were selected as the research participants. Their classroom videos of 8 class hours in the dental anatomy course were collected, and face recognition technology was used. Perform face analysis on the pictures converted from video data (extract one frame per second) to evaluate the number of students who are “focused” in real time; a random function selects 1/5 of the entire picture data as the detection data, and judging whether the student is listening to the class attentively according to the naked eye observation of the student's facial state by the teachers, to carry out the manual identification of “focused” students, calculate the accuracy and recall rate of face recognition. Wilcoxon test was used to analyze the difference between face recognition technology and human recognition. The consistency of face recognition and evaluator recognition results was tested by intraclass correlation coefficient (ICC). Results Artificial intelligence recognized the face of “focused” students with 21 600 pictures, and 4 320 pictures were used as detection data sets for manual marking. The accuracy of face recognition was 90.4% (41 288/45 668), and the recall rate was 81.4% (41 228/50 648). There was no significant difference between face recognition (378 830 person times) and manual recognition (345 689 person times); They were moderately correlated (ICC=0.65, P=0.026). Conclusions Face recognition technology can effectively judge the concentration of students in the classroom and can provide an effective technical support for real-time evaluation of teaching effect. References | Related Articles | Metrics

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Investigation and analysis of the medical students' needs for surgical teaching rounds Ye Zixing, Lei Shubin, Wu Xiaoqian, Ji Zhigang, Xiao He 2023, 43 (1):  35-38.  DOI: 10.3760/cma.j.cn115259-20220604-00727 Abstract ( 86 )   PDF（mobile） (843KB) ( 67 )   Objective To investigate the needs of medical students for surgical teaching rounds. Methods A questionnaire survey was used. In February 2022, 133 medical students of the eight-year clinical medicine major of Chinese Academy of Medical Sciences & Peking Union Medical College enrolled from 2014 to 2016 who had participated in the surgical teaching rounds were selected as the subjects, and the questionnaire was designed to investigate their needs for surgical teaching rounds. Chi square test was used for comparison between groups. Results A total of 118 medical students participated in surgical teaching rounds as lecturers, and they believed that the main difficulties in preparing for teaching rounds were clinical professional skills [87(73.7%)] and diagnosis and treatment reasoning [59(50.0%)]. Medical students believed that ″sharing personal clinical experience and answering questions with students″ is the most important responsibility of mentor [106(79.7%)].Ranking first on the way to expect mentors to participate in class discussion is to have class discussion at the end of the teaching rounds [55(41.4%)]. Comparing students who have completed the internship (49 students) and those who were on probation or internships (84 students), the former tended to adopt the case-based learning more than the latter [31(63.3%) vs. 36(42.9%)], whereas the latter tended to adopt the lecture-based learning combined with case-based learning more than the former [48(57.1%) vs. 18(36.7%)], with a statistically significant difference (P=0.023). Conclusions The mentors should make full use of their clinical abilities and experience in guiding students to prepare the teaching rounds, and to deepen the students' understanding of diseases and improve their clinical abilities. Mentors should comprehensively apply the lecture-based and case-based learning according to students' clinical ability at different learning stages, and reasonably arrange the time for classroom discussion so that students can fully discuss, so as to improve the effect of teaching rounds. References | Related Articles | Metrics

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Analysis of the current situation of anesthesia legal risk perception among anesthesia interns Luo Xinling, Zhan Jian 2023, 43 (1):  39-41.  DOI: 10.3760/cma.j.cn115259-20220613-00773 Abstract ( 80 )   PDF（mobile） (786KB) ( 64 )   Objective To investigate the status quo of anesthesia undergraduate interns' perception of anesthesia legal risks. Methods In June 2022, a total of 123 undergraduate interns of anesthesiology who began to work in the department of anesthesiology of Southwest Medical University were enrolled, and a self-made questionnaire was used to investigate their knowledge of anesthesia legal risks. Descriptive statistics were used to analyze the survey results. Results The number persons well-versed in anesthesia law knowledge, physician management, physician qualification examination, physician rights and obligations, and medical behavior fault identification knowledge of undergraduate of anesthesiology were respectively 24(19.5%), 44(35.8%), 58(47.2%), 81(65.9%) and 73(59.3%). Conclusions Undergraduate interns of anesthesiology have inadequate understanding of knowledge related to anesthesia legal risks. It is suggested to strengthen basic legal knowledge and legal risk education of anesthesia practice. References | Related Articles | Metrics

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Study on the relationship between teacher-student communication and the knowledge, attitude and practice of Chinese medicine of foreign students Yin Jie, Ling Zuoyong, Li Qing, Chen Qian, Zhen Wenjie, Liu Chuan 2023, 43 (1):  42-45.  DOI: 10.3760/cma.j.cn115259-20220512-00618 Abstract ( 70 )   PDF（mobile） (808KB) ( 47 )   Objective To explore the relationship between teacher-student communication (TSC) and cognition (knowledge), identification (faith), daily application and propaganda (behavior) of Traditional Chinese Medicine (TCM) of international students, and provide suggestions for enhancing identification and dissemination of TCM. Methods In June 2021, 304 international students majoring in TCM, acupuncture and massage in Shandong University of Traditional Chinese Medicine were selected as the research participants. The TSC, the cognition, faith, behavior of TCM were investigated. Using structural equation model to analyze the relationship between TSC and knowledge, faith and behavior of TCM. Results Foreign students scored (14.69 ± 3.17) on TSC (20 points in total), (13.40 ± 4.78) on Chinese medicine cognition (20 points in total), (11.88 ± 2.08) on Chinese medicine identity and belief (15 points in total), and (15.70 ± 3.63) on Chinese medicine application and transmission (20 points in total). The TSC indirectly affected the daily application and communication of foreign students through their recognition, identification and belief in Chinese medicine (b=0.349, P=0.008), or only through their recognition and belief in Chinese medicine (b=0.918, P=0.001). Conclusions The communication between teachers and students and the knowledge, belief and practice of TCM of international students need to be improved. The communication between teachers and students can affect the knowledge, belief and practice of TCM of international students. The quality of communication between teachers and students of international students majoring in TCM should be effectively improved, the international education program of TCM should be optimized, and the awareness and identity of these students should be constantly improved, so as to promote the spread of TCM culture. References | Related Articles | Metrics

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A survey of obstetrics and gynecology residents training situation during the rotation of anesthesiology Chen Weiming, Liang Peiwen, Wang Shouping 2023, 43 (1):  46-48.  DOI: 10.3760/cma.j.cn115259-20220322-00367 Abstract ( 96 )   PDF（mobile） (789KB) ( 90 )   Objective To investigation the effect of anesthesiology rotation on trainees enrolled in standardized residency training for obstetrics and gynecology , and to inform future improvement for standardized residents training program of obstetrics and gynecology. Methods From January 2020 to December 2021 a questionnaire was used to investigate 74 obstetrics and gynecology residents during their rotation in Department of Anesthesiology of The Third Affiliated Hospital of Guangzhou Medical University. Descriptive statistics were used to analyze the results. Results A total of 69 (93.2%) of the 74 residents believed that the rotation in anesthesiology were very necessary. They believed that the relevant competencies to be mastered were preoperative visit to patients and implementation of anesthesia, mask oxygen and mechanical ventilation, writing anesthesia records and summaries, and general anesthesia through endotracheal intubation, accounting for 70(94.6%), 60(81.1%), 56(75.7%), and 52(70.3%), respectively. A total of 70 (94.6%) trainees accepted the arrangement of rotation in the anesthesiology. Conclusions Residents of obstetrics and gynecology recognized the necessity of rotation in anesthesiology, which will help them master the basic competencies of clinical anesthesia, improve their clinical comprehensive ability, emergency rescue ability, critical disease treatment ability, and ability to prioritize clinical tasks. References | Related Articles | Metrics

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Exploration on improving competence of grass-roots doctors through medical education under the background of poverty alleviation Qu Wei, Wu Fan, Li Liming, Jiang Zhaoquan, Li Hongyu 2023, 43 (1):  49-52.  DOI: 10.3760/cma.j.cn115259-20220221-00189 Abstract ( 71 )   PDF（mobile） (838KB) ( 45 )   Under the background of poverty alleviation through medical education, it is worth discussing how to help grassroots doctors in poverty-stricken areas to improve their competence. This paper describes the poverty alleviation work of medical education carried out by Jinzhou Medical University in Bijie City, Guizhou Province. The competency training for grassroots doctors was designed and implemented, and 1 330 grassroots physicians participated the training from August 2018 to August 2020. The training effects were evaluated through the pass rate of the national medical practitioner qualification examination, theoretical knowledge assessment and the questionnaire survey. After training, the pass rate of the practitioner qualification examination increased to 50.6% (673/1 330). The theoretical knowledge assessment score was (78.55±14.05) after offline training, which was higher than that (40.95±17.01) before training. The theoretical knowledge assessment score was (79.93±20.98) after online training, higher than that (41.79±14.97) before training. There were all statistical differences (all P<0.05), while there was no statistical difference between offline and online post-training theoretical knowledge assessment scores (P>0.05). Among 1 330 physicians, 1 055 (83.4%) were satisfied with the training. The competency training of grassroots physicians can help improve the theoretical knowledge, which in turn improve their post competence. The effect of offline and online training is consistent. References | Related Articles | Metrics

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The application of training needs analysis in nursing professional training Xiao Guanghong, Lu Na, Zhuang Simin, Hou Jiawen, Zhao Ya'nan, Ma Ximei, Wang Yanhong 2023, 43 (1):  53-57.  DOI: 10.3760/cma.j.cn115259-20220524-00671 Abstract ( 172 )   PDF（mobile） (837KB) ( 87 )   Nursing professional training is an important method to promote the development of nursing science and improve the ability of nursing staff. Nursing training needs analysis is the basic work to guide training planning and design. This paper introduces the research progress of needs analysis for nursing professional training from three aspects: the relevant theoretical framework or model of training, the application of training in nursing field and the direction of nursing training in the new era. The purpose of this paper is to provide evidence to inform further research on nursing professional training management and the development of nursing education. References | Related Articles | Metrics

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Effect of high-fidelity simulation in undergraduate nursing education: a meta-analysis Wang Yanjie, Li Wanqing, Li Wei, Liu Yanxia, Ma Jingshuang, Mao Zhihui, Jiang Dan, Zhang Lijuan 2023, 43 (1):  58-62.  DOI: 10.3760/cma.j.cn115259-20220613-00776 Abstract ( 137 )   PDF（mobile） (848KB) ( 72 )   Objective To explore the effect of high-fidelity simulation (HFS) in undergraduate nursing education. Methods On February 12, 2022, randomized controlled trials and quasi-experimental studies on the comparison between HFS and traditional teaching were searched from PubMed, EMBASE, Cochrane Library, Wanfang, CNKI, VIP and China Biology Medicine(CBM) database. Meta-analysis was performed by RevMan 5.3. Results A total of 34 literatures were included, including 16 English literatures and 18 Chinese literatures. The total sample size was 3 318 undergraduate nursing students. The quality evaluation result of the literatures included 1 paper with grade A, and the rest were all grade B. Meta-analysis showed that HFS could help students to master knowledge [standardized mean differences(SMD)=0.80, 95%CI=0.59～1.02, P＜0.001],improve skills(SMD=0.86, 95%CI=0.65～1.08, P＜0.001) and clinical comprehensive competence(SMD=0.39, 95%CI=0.14～0.64, P=0.002). Conclusions HFS is effective in mastering the knowledge, improving skills and clinical comprehensive competence of undergraduate nursing students. References | Related Articles | Metrics

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Evaluation of the effectiveness of general practitioner job-transfer training by different types of trainees in Hebei Province Wu Yibo, Liu Xiaoming, Zhou Liqiang, Li Shiyu, Xu Wenhua, Mao Siyuan, Mao Boxin ,Yang Shuo 2023, 43 (1):  63-66.  DOI: 10.3760/cma.j.cn115259-20220310-00296 Abstract ( 52 )   PDF（mobile） (843KB) ( 29 )   Objective To evaluate the effectiveness of general practice (GP) job-transfer training by different types of trainees in Hebei Province and to inform the improvement of future job-transfer training. Methods A total of 209 general practitioners who participated in the job-transfer training from Hebei province in 2020 were randomly selected, then they were asked to finish the questionnaire online from November 1 to November 30, 2021. The t-test and analysis of variance were used to analyze the data. Results The overall score of the 209 trainees on the assessment of GP job-transfer training was (4.27±0.83) and all participants passed the final exam. The assessing scores for GP job-transfer training of participants remained statistically discrepant: the cohort with diverse familiarity with GP policies [high (4.81±0.48) points, relatively high (4.33±0.80) points, general (4.12±0.85) points, low (3.71±1.11) points] (P<0.05), the cohort with different attitude to occupational prospect [very optimistic (4.56±0.70) points, relatively optimistic (3.72±0.62) points, generally optimistic (3.36±1.01) points, have not considered (3.25±0.96) points] (P<0.05), and the population with diverse perception of acquiring assistance from training [great help (4.81±0.43) points, relatively great help (3.96±0.49) points, certain help (3.08±0.53) points, little help (2.00) points] (P<0.05). Conclusions The general performance of the trainees in GP job-transfer training from Hebei Province was satisfactory and excellent. And the best training effect could be showed in participants with the most familiarity with GP policies, the most optimistic attitude for occupational prospect, and the most receptive for help from training. Thus, it is of significance that we should increase the publicity of the GP policy, enhance the cultivation of professional identity, and develop individualized training for different practitioners to improve the training effect in the future. References | Related Articles | Metrics

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Reflection on the overall setting of the French medical education system Chen Xin, Sun Yulei, Huang Gang 2023, 43 (1):  67-71.  DOI: 10.3760/cma.j.cn115259-20220522-00662 Abstract ( 116 )   PDF（mobile） (867KB) ( 114 )   The construction of medical education in France has a long history and rich experience. This article details the system construction of French medical education, so as to present to the readers its overall structure and practice method. It is proposed that the next stage of higher medical education reform in China could center on the establishment of a unified medical education model, on increasing targeted student recruitment for primary care, and on partial allocation of graduates on a need basis. This article seeks to inform the future construction and improvement of China's higher medical education system. References | Related Articles | Metrics

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Comparative analysis and reflection on comprehensive written test of Medical Practitioners Examination in China and Japan Liu Kan, Zhuang Ran, Zheng Shuyuan, Wang Zhenyu, Xiao Tian, Tian Tian, Zhao Jia 2023, 43 (1):  72-76.  DOI: 10.3760/cma.j.cn115259-20220424-00535 Abstract ( 90 )   PDF（mobile） (1248KB) ( 82 )   With the advancement of the competency-based medical education reform, both China and Japan have carried out a series of reforms to test the competencies of clinicians in respective Medical Practitioners Examinations (MPE). How to reconstruct a high-fidelity representation of clinical environments by designing examination questions to assess comprehensive ability and clinical thinking in a simulated setting, has become an urgent problem to be solved in the medical examinations in both countries. By comparing the questions of Medical Practitioners Examinations between China and Japan, it is concluded that both countries are committed to improving the quality of clinical case type examination questions. The Japanese clinical case type examination questions, starting with increasing the proportion of fusion type examination questions, making clinical case type examination questions with higher cognitive levels, practically examining examinees' information processing, disease induction and reasoning, and ability to make decisions at the moment, which are valuable to inform China's MPE. References | Related Articles | Metrics