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Reflections on teaching reform at the institutional stage from the perspective of the whole process of medical education Li Haichao, Qi Xin, Wu Hongbin 2023, 43 (2):  81-85.  DOI: 10.3760/cma.j.cn115259-20220615-00787 Abstract ( 315 )   PDF (851KB) ( 315 )   The construction of integrated curriculum system and competency-based medical education are the two key points in the current reform and development of medical education in China. This paper attempts to clarify the training objectives, relevance and problems of the two stages of undergraduate education and postgraduate education from the perspective of the whole process of medical education and emphasizes the importance of the close relationship between undergraduate education and postgraduate education. On this basis, this paper seeks to clarify the following three aspects: the principle of integrated curriculum construction, that is, to set the learning contents and objectives reasonably according to the different stages of medical education; the transformation of learning styles to match competency-based education, and strengthen the cultivation of self-learning ability and the implementation of practice-driven learning; the development of clinical practice teaching and assessment related to competency-based education. References | Related Articles | Metrics

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An investigation about medical students' cognition and demand for telemedicine Wang Ying, Shi Huifeng, Wang Yipei, Gu Shixian, Cheng Huaqin, Wei Yuan, Zhao Yangyu 2023, 43 (2):  86-90.  DOI: 10.3760/cma.j.cn115259-20220518-00642 Abstract ( 112 )   PDF (866KB) ( 77 )   Objective To understand the current status of medical students' cognition and demand for telemedicine, and to provide reference for training strategy. Methods In April 2022, the undergraduates of clinical medicine and stomatology in many medical colleges and universities across the country were conveniently sampled, and the online questionnaire survey was used to investigate the medical students' experience of telemedicine and their expectations and opinions on relevant training courses. The descriptive analysis of relevant data was carried out. Results In total, 1 935 valid questionnaires were collected in this study. Among respondents, 1 234 (63.8%) medical students believed that telemedicine would be important in the future, 78 (4.0%) medical students expressed reluctance for participating in telemedicine in the future, 1 543 (79.7%) medical students had never participated in telemedicine, 400 (20.7%) medical students said they did not know about telemedicine, and only 635 (32.8%) medical students learned about Internet medicine through lectures, internships and other training channels. Software application [1 515 (78.3%)], communication skills [1 343 (69.4%)], laws and regulations [1 260 (65.1%)], information management [1 258 (65.0%)] were the main training contents expected by medical students. In addition, some students suggested to carry out remote standardized training for residents and attach importance to the training of medical personnel at the grass-roots level. Conclusions Medical students generally thought highly about the function and prospect of telemedicine, but in light of the current lack of relevant training courses, it is necessary to design learning experiences for abilities in this area. References | Related Articles | Metrics

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A qualitative study on the learning attitude of and the influencing factors on academic performance of struggling medical students from order-delivery package program for rural areas Zhang Xin, Zhao Yue, Xie Yueying, Su Yicheng, Ou Yanchen, Zuo Yanli 2023, 43 (2):  91-94.  DOI: 10.3760/cma.j.cn115259-20220620-00803 Abstract ( 104 )   PDF (809KB) ( 94 )   Objective To analyze the learning attitude and influencing factors of struggling medical students from order-delivery package program for rural areas, so as to provide basis for effective academic early warning education . Methods The semi-structured interview method was used. By purposive sampling, the interviews were conducted with 21 struggling students from order-delivery package program for rural areas in Guangxi Medical University from October to November 2021. After the interview, thematic analysis method was used to analyze the textual data. Results Three major themes and ten sub-themes were extracted, including learning attitude of these struggling students (the quitter, the daydreamer, the wanderer, the gambler), of which the proportion of quitters ranked first [9(42.9%)]; factors affecting academic performance (lack of learning motivation and its source, lack of learning methods, and vulnerability to classmates and environment), among which, lack of learning motivation and its source accounted for [13(61.9%)]; and strategies for improving academic performance (formulating goals and plans, putting into practice, and carrying out paired learning of which [15(71.4%)] believe that paired learning can improve the quiz performance at this stage. Conclusions Among the struggling medical students, the quitters accounts for a large proportion. The lack of learning motivation and its source is the main factor affecting academic performance. Paired learning is an effective strategy to improve academic performance in the short term. Educators in medical colleges and universities should help these struggling students to cultivate a sense of life goals, provide ways to explore the source of learning motivation, and innovate paired learning methods. References | Related Articles | Metrics

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A qualitative study on learning deviance among medical undergraduates in medicine-related courses Zhu Zining, Tang Min, Yang Qiaoyue, Zhang Yueyinghu, Qi Jiating, Shi Zhengqing, Zhao Meizhen, Zang Shuang, Zeng Tieying 2023, 43 (2):  95-99.  DOI: 10.3760/cma.j.cn115259-20220607-00740 Abstract ( 503 )   PDF (822KB) ( 212 )   Objective To explore the learning deviance among medical undergraduates in medicine-related courses, and to provide references for improving their classroom learning participation and involvement. Methods From January 4 to 31, 2021, 23 medical undergraduates from 8 medical schools were selected as study participants for in-depth interviews. The interview data were analyzed using Colaizzi phenomenology method. Results The learning deviances among medical undergraduates in medicine-related courses included: violation of class discipline, i.e. unreasonable use of cell phones, failure to follow school rules; deviance from class tasks, i.e. completing learning tasks in a perfunctory manner, avoiding learning tasks; lack of classroom cooperation and participation. Conclusions There are various forms of classroom learning deviances among medical undergraduates. Medical schools should optimize the supervision mode of classroom attendance, reform teaching methods, and strengthen professionalism education to improve the participation and engagement of medical undergraduates in medicine-related courses. References | Related Articles | Metrics

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Teaching methodology and reflection on curriculum-based political and virtuous awareness embodied in English teaching in a military medical university Jing Yiwen, Han Ye 2023, 43 (2):  100-104.  DOI: 10.3760/cma.j.cn115259-20220307-00276 Abstract ( 106 )   PDF (884KB) ( 124 )   Curriculum-based political and virtuous awareness serves as a vital role in Chinese students' moral education. This study analyzes and reflects the teaching methodology on curriculum-based political and virtuous awareness embodied in English viewing, listening and speaking in a military medical university. Under the framework of ″online + offline″ blended learning, the teacher, as a guide upholding ″Three Teaching Principles of Getting in Sync″in the student-centered course, explored elements of the design of curriculum-based political and virtuous awareness and embodied them in the three stages of pre-class, while-class and post-class by the method of tailored theme, embedded in vocabulary, critical thinking in context and major-based narration. After the teaching practice of one semester, it was found that the teaching methodologies adopted are beneficial to students' professional ethics, awareness about discrimination, critical thinking ability and international communication competence, so as to realize the goal of education of morality and war readiness in the military medical university. References | Related Articles | Metrics

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Perception of clinical practice teachers of curriculum-based political and virtuous awareness in affiliated hospitals of one medical university Wang Yuan, Li Tao, Huang Qiyuan, Zhu Yonghui, Sun Xi, Xu Xuehu 2023, 43 (2):  105-108.  DOI: 10.3760/cma.j.cn115259-20220519-00644 Abstract ( 136 )   PDF (803KB) ( 124 )   Objective To investigate the perception of clinical practice teachers of curriculum-based political and virtuous awareness, and to explore effective ways of improvement. Methods A simple random sampling method was used to select 448 clinical practice teachers from ten affiliated hospitals of a medical university in Guangzhou as the survey objects from October to November 2021. Through questionnaire survey on 448 clinical practice teachers and personal interviews on 30 of them to research the perception of curriculum-based political and virtuous awareness education. The results of the survey were presented by descriptive statistics. Results Among 448 clinical practice teachers, 148 (33.0%) teachers understood concepts of curriculum-based political and virtuous awareness. A total of 276 (61.6%) teachers were unsure about the way to perform curriculum-based political and virtuous awareness education, such as unclear teaching objectives, uncertain integration methods, imperfect evaluation mechanism and support policies. All teachers who took the interview expressed the training need of curriculum-based political and virtuous awareness education. Conclusions Clinical practice teachers need to improve their understanding and ability of curriculum-based political and virtuous awareness education. Schools should carry out training and publicity, in the meantime, provide necessary resources and support for teachers to improve instruction in curriculum-based political and virtuous awareness. References | Related Articles | Metrics

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Design and reflection of military-oriented human function comprehensive experiment course Li Ze, Li Kaifeng, Pu Xueyin, Liu Bozhi, Wu Feifei, Tian Fei, Zhang Bo, Ma Xue, Xing Wenjuan, Wang Yayun, Zhang Haifeng 2023, 43 (2):  109-113.  DOI: 10.3760/cma.j.cn115259-20220613-00774 Abstract ( 83 )   PDF (853KB) ( 59 )   Human experiments are emerging direction in the development of functional experiments. Facing the battlefield and connecting with clinical practice, Air Force Military Medical University has developed a comprehensive experimental course of human function from 2021, and strived to build a new military-oriented experimental teaching system of functional sciences with a tripartite composition of virtual simulation experiments, animal experiments, and human function experiments. The teaching feedback shows that students believe that the comprehensive experiment can more intuitively reflect the real situation of human body, and has more practical significance for clinical and military applications. The construction of the comprehensive experimental course of human function can provide reference for effectively improving the educational level of experimental teaching and cultivating high-quality medical personnel. References | Related Articles | Metrics

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Implementation effect of online experimental course of oral histopathology Luo Shuyu, Zhang Kai, Pang Lei, Zhao Dongping, Li Hongjie, Zhang Xiangyu 2023, 43 (2):  114-117.  DOI: 10.3760/cma.j.cn115259-20220519-00645 Abstract ( 69 )   PDF (839KB) ( 42 )   The experimental course of oral histopathology belongs to micromorphology, which focuses on the observation of cell morphology and tissue characteristics under a microscope. With the development of internet technology, experimental course teaching through online mode has become an important supplement of morphological learning for medical students. Taking the experimental course of oral histopathology for grade 2020 in Tianjin Medical University Clinical School as an example, this paper introduced the design and implementation of the online experimental course of micromorphology, and evaluated the effect by combining the teaching process of classroom performance, assignment and final examination. The results showed that the final score of the semester was (81.7±13.1),13 out of 61(21.3%)students achieved excellent (≥90), and 59(96.7%)students passed (≥60). The results of the questionnaire showed that 37(60.7%),45(73.8%),37(60.7%),41(67.2%) and 42(68.9%) students believed that the online experimental course designed in this study had obvious advantages in the aspects of structural observation and recognition under the microscope, memory of pathological features, knowledge understanding, teamwork and interaction, respectively. It can be seen that the online experimental course of oral histopathology is reasonable in design, effective in results, and well received by students. References | Related Articles | Metrics

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Application of clinical reasoning teaching method in probation teaching of gynecology and obstetrics for medical students Su Shujun, Liu Dong, Xiong Qian, Zhang Yu 2023, 43 (2):  118-122.  DOI: 10.3760/cma.j.cn115259-20220505-00574 Abstract ( 119 )   PDF (854KB) ( 125 )   Objective To explore the influence of clinical reasoning teaching in probation teaching of gynecology and obstetrics for medical students. Methods From December 2020 to January 2021, 43 five-year program medical students enrolled in 2017 from Sun Yat-sen University were randomly divided into clinical reasoning teaching group (19 students, experimental group) and traditional teaching group (24 students, control group). The score of critical thinking disposition inventory-Chinese version(CTDI-CV) and score of test were compared after teaching by t-test. Results The total CTDI-CV score of the experimental group was higher than that of the control group after teaching, and the score of truth seeking and analysis ability was also better than that of the control group [(284.89±35.73) vs. (264.13±27.12), (36.26±6.11) vs. (32.42±6.11), (44.42±5.99) vs. (40.54±5.32), all P<0.05]. In addition, the total scores and case analysis scores of students in experimental group were higher than those in control group [(91.19±4.04) vs. (88.14±3.46), (31.84±3.70) vs. (28.23±4.23), all P<0.05]. Conclusions Clinical reasoning teaching in medical students has a positive effect on the cultivation of students' critical thinking ability. It can stimulate students' desire to find the truth, improve their ability of analyzing and reasoning about clinical diseases. References | Related Articles | Metrics

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Application of the flipped classroom blended teaching method based on SPOC in the child health care course ZuMuReTi·Yimin, Guo Yan, Wang Minnan, ReNa·Maimaiti 2023, 43 (2):  123-126.  DOI: 10.3760/cma.j.cn115259-20220617-00798 Abstract ( 122 )   PDF (806KB) ( 113 )   Objective To explore the teaching effect of flipped classroom teaching method based on small private online courses (SPOC) in child health care courses. Methods This is an experimental study. In February 2022, 85 students in grade 2019 of “5+3” integrated pediatric major of clinical medicine in Xinjiang Medical University were selected as the research participants. Including 42 students in class 1 as the experimental group, taught by ″SPOC+ flipped classroom″ teaching method, and 43 students from class 2 as the control group, taught by traditional teaching methods. The teaching effect was evaluated by the final examination result and questionnaire survey. T-test was used for comparison between groups. Results There were statistically significant differences between the experimental group and the control group in their usual scores [(92.1±5.8) vs. (78.7±7.5)], theoretical examination scores [(86.2±10.7) vs. (68.5±12.4)] and comprehensive scores [(89.2±7.8) vs. (72.4±5.9)] (all P<0.001). The results of the questionnaire survey showed that the proportion of students in the experimental group in increased interest in course content [34 (81.0%) vs. 21 (48.8%)], improved clinical thinking ability [36 (85.7%) vs. 10( 23.3%)], enhanced independent learning ability[31(73.8%) vs. 12( 27.9%)] and improved teamwork ability [31 (73.8%) vs. 11 ( 25.6%)] were higher than those in the control group, the differences were statistically significant (all P < 0.001). Conclusions The flipped classroom blended teaching method based on SPOC helps to improve students' test scores, increase students' interest in child health care course, improve students' various abilities and has been recognized by students. References | Related Articles | Metrics

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Application of cooperative project-based learning in preventive medicine course Wang Danni, Lin Shilei, Li Jie, Wang Peng, Wang Jieyu, Tao Xingyong, Wan Yuhui 2023, 43 (2):  127-130.  DOI: 10.3760/cma.j.cn115259-20220608-00745 Abstract ( 120 )   PDF (835KB) ( 113 )   Project-based learning can promote students to construct knowledge and capacity independently. This study designed and implemented the cooperative project-based learning (C-PBL) teaching method to explore the feasibility and effect of achieving the learning objectives of preventive medicine. Teachers divided modules according to the core knowledge points of the curriculum, established preventive medicine topics of interest in groups, designed corresponding health intervention projects on the basis of group cooperation, and finally completed the curriculum assessment in the form of simulated intervention projects in class. The results of the questionnaire survey after the course showed that the students had a high degree of identification with the method of “improving learning interest and motivation” [4 (4,4)], “comprehensively and clearly understanding theoretical knowledge” [4 (4,5)], and “conducive to the establishment of a thinking mode of preventive medicine” [4 (4,5)], which can provide practical reference for teachers of relevant courses. References | Related Articles | Metrics

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Application prospect of augmented reality technology in anatomy teaching and clinical training in obstetrics and gynecology Wang Ying, Yang Jiang, Zhang Zihui, Liu Jingchun, Peng Jiaxin, Hong Li 2023, 43 (2):  131-135.  DOI: 10.3760/cma.j.cn115259-20220523-00668 Abstract ( 101 )   PDF (875KB) ( 87 )   Obstetrics and gynecology is a highly specialized subject. However, traditional anatomy teaching method for obstetrics and gynecology depends primarily on texts and pictures and is therefore relatively abstract and difficult to understand, while it's clinical skills training is also limited by the lack of opportunities and low security for practice. With the development of digitization technologies, the application of augmented reality (AR) technology in medical education is becoming increasingly expansive. Based on the current situation of obstetrics and gynecology teaching and the latest research progress of AR technology in medical education, this paper analyses the application prospect of AR technology in obstetrics and gynecology anatomy teaching, clinical diagnosis skills training and surgical training, trying to provide new ideas for the development of obstetrics and gynecology teaching. References | Related Articles | Metrics

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Research on problem-based learning combined with simulation teaching in the competency training of nurses in Central Sterile Supply Department Tian Hong, Li Ying, Yang Zihan, Wang Peng, Ran Xiuju, Liu Liangyu, Lu Haijian, Li Jing 2023, 43 (2):  136-139.  DOI: 10.3760/cma.j.cn115259-20220606-00734 Abstract ( 120 )   PDF (842KB) ( 103 )   With the continuous development of medical technology, the work of Central Sterile Supply Department (CSSD) of hospitals have changed greatly, and it is very important to develop the competence of CSSD nurses. Based on the analysis of CSSD nurses' competencies, problem-based learning combined simulation teaching was designed and implemented in 54 CSSD specialist nurse trainees at Peking University First Hospital from April 2019 to October 2021. And the teaching effect was assessed through the nurses' theoretical exam, operational exam and course appraisal questionnaire. The theoretical exam scores of the nurses after teaching (96.06±2.02) was higher than the scores before teaching (93.02±2.90), the operational exam scores of the nurses after teaching (94.87±1.57) was higher than the scores before teaching (92.44±4.21), the comprehensive ability scores of the nurses after teaching (35.11±2.34) was higher than the scores before teaching (21.80±1.22), and differences were all statistically significant (all P<0.05). After teaching, the nurses' satisfaction scores were (4.96±0.19), and 52 (96.3%) nurses were extremely satisfied. The nurses' learning initiative scores were (4.78±0.46), and 43 (79.6%) nurses were with highly motivated. Problem-based learning combined with simulation teaching is conducive to improving the competence and learning motivation of CSSD nurses, and the course satisfaction is high. References | Related Articles | Metrics

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Analysis on influence factors of internal medicine residents' willingness to practice geriatrics Lai Xuan, Liu Huilin, Wang Guan, Shen Ning 2023, 43 (2):  140-144.  DOI: 10.3760/cma.j.cn115259-20220623-00819 Abstract ( 89 )   PDF (869KB) ( 67 )   Objective To explore the willingness of internal medicine residents to practice geriatrics and the possible influencing factors. Methods A cross-sectional questionnaire survey was conducted among the internal medicine residents in three affiliated hospitals of Peking University. The general information, willingness to engage in geriatrics in the future and attitude towards the elderly (UCAL-GAS scale) were collected. Multivariate logistic regression analysis was used to screen out the factors that may affect the willingness to practice. Results A total of 106 residents completed the questionnaire, of which 55 (51.9%) chose to engage in geriatrics in the future. The UCLA-GAS score of residents who chose to engage in geriatrics in the future was 50.0 (46.0,54.0), higher than those of residents who did not choose to engage in geriatrics [46.0 (43.0,50.0)], with a statistically significant difference (Z=-3.72, P=0.001). Higher age (OR=1.536, 95%CI=1.203-1.963, P=0.001), higher UCLA-GAS score (OR=1.143, 95%CI=1.028-1.271, P=0.013) were the positive factors for residents to engage in geriatrics, while the negative factor was being pessimistic about the prospect of geriatrics (OR=0.058, 95%CI=0.011-0.317, P=0.001). Conclusions Internal medicine residents in general have a high willingness to practice geriatrics. Age, attitude towards the elderly and pessimism about the prospect of geriatrics will affect the willingness of internal medicine residents to engage in geriatrics. References | Related Articles | Metrics

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Application of flipped classroom combined with peer assisted learning for ultrasound-guided puncture among standardized training residents Xiao Jing, Liu Xiaojuan, Zhou Yaqun, Chen Hong, Zhang Zhifa, Zhou Zhiqiang, Luo Ailin 2023, 43 (2):  145-148.  DOI: 10.3760/cma.j.cn115259-20220704-00853 Abstract ( 111 )   PDF (808KB) ( 82 )   Both flipped classroom and peer assisted learning have their advantages on making learners more flexible, active and deeply involved in learning. This study described the design and implementation of flipped classroom combined with peer-assisted learning in ultrasound-guided puncture training course, taking standardized training resident physicians in department of anesthesiology, Tongji Hospital, Huazhong University of Science and Technology as an example. Through questionnaire and operation evaluation, the teaching effect is evaluated from three aspects: personal perception, academic achievements, and behavioral changes. The results showed that 71 students (100.0%) were satisfied with the classroom training in 71 effective classroom teaching feedback forms. After training, compared with before training, residents' self-confidence in completing ultrasound-guided puncture operation was improved [7(2) points vs. 4(3) points, P<0.001]. The operation time of successful puncture was shortened [37.5(35.5)s vs. 80.5(70.0)s, P<0.001], and the number of adjusting needles was reduced [1(1) vs. 3(2)], and the development score of puncture needle was increased [10(0) points vs. 6(3) points, P<0.001]. Of the 56 valid questionnaires collected 2 weeks after the course ended, 50 (89.3 %) trainees had used ultrasound-guided puncture technique in clinical practice, of which 49 (98.0 %) trainees had successful performance. The flipped classroom and peer assisted learning used in the ultrasound guided puncture course for residential trainees can help to improve their teaching satisfaction and perceived self-confidence, and help to improve their performance of clinical skills. References | Related Articles | Metrics

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Application of clinical pathway combined with typical cases in standardized residents training of traditional Chinese medicine oncology Guo Huiru, Liu Lingshuang, Ruan Guangxin, Shen Liping 2023, 43 (2):  149-152.  DOI: 10.3760/cma.j.cn115259-20220620-00806 Abstract ( 101 )   PDF (836KB) ( 65 )   Objective To study the training effect of clinical pathway combined with typical cases in standardized residents training of traditional Chinese medicine (TCM) oncology. Methods A total of 60 physicians were randomized into experimental group (n=30) and control group (n=30) to receive standardized residents training in department VI of medical oncology Longhua Hospital Affiliated to Shanghai University of Traditional Chinese Medicine from April 2021 to May 2022. The experimental group received clinical pathway combined with typical cases method, and the control group received conventional teaching method. The examination results and course satisfaction were evaluated after 2 months. T-test and χ2 test were used to compare differences between two groups. Results The examination results was better in the experimental group than that of the control group [(94.28±4.33) vs.(90.56±8.93), t=2.06, P=0.044)], and course satisfaction was better in the experimental group than that of the control group [(96.63±5.40) vs. (89.40±9.35), t=3.67, P=0.001)]. Conclusions The clinical pathway combined with typical cases method resulted in a satisfactory teaching effect for TCM oncology. References | Related Articles | Metrics

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Evaluation of visiting scholars in pain department on teaching hospitals and on clinical instructors Feng Zhiying, Jiang Ren, Zhang Yanfeng, Peng Zhiyou, Bao Fanping, Kang Xianhui 2023, 43 (2):  153-155.  DOI: 10.3760/cma.j.cn115259-20220612-00769 Abstract ( 79 )   PDF (792KB) ( 63 )   Objective To investigate the evaluation of visiting scholars in pain department on the teaching hospitals and on their clinical instructors, to inform the educational management in pain department. Methods In January 2022, 163 visiting scholars in pain department were enrolled and asked to complete a questionnaire.A descriptive statistical analysis of the results was carried out. Results Among 163 visiting scholars, 74(45.4%) visiting scholars reported that the tutorial system was implemented in teaching hospitals, and 156(95.7%) reported that the hospitals hold different forms of concentrated learning. 125(76.7%) received less than 3 outpatient per day, 118(72.4%) received less than 2 minimally invasive treatment per day. As for general satisfaction, 152(93.3%) were very satisfied and relatively satisfied with their clinical instructors. As for the methods of teaching, 134(82.2%) reported that the case-based learning was most commonly used. Conclusions Teaching hospitals attached great importance to their quality of teaching, but it is necessary to strengthen the training of clinical competence. The general evaluation of the instructors was relatively satisfied, but it was necessary to establish an evaluation system to enrich methods of teaching and improve the quality of teaching. References | Related Articles | Metrics

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Exploration of the evaluation with the entrustable professional activities scale in standardized residency training Liu Zhe, Liu Lin, Zhou Wenjing, Jiang Zhehan, Qi Jianguang, Yan Hui, Li Haichao, Qi Xin 2023, 43 (2):  156-160.  DOI: 10.3760/cma.j.cn115259-20220826-01082 Abstract ( 196 )   PDF (838KB) ( 180 )   Objective To explore the application of the entrustable professional activities scale in standardized residency training. Methods In January 2022, 230 residents who received standardized training in the Department of Internal Medicine, Surgery, Obstetrics & Gynecology and Pediatrics of Peking University First Hospital from December 2021 to January 2022 and 71 clinical instructors were selected as the research participants by purposive sampling. Clinical instructors were instructed to assess trainees using the entrustable professional activities scale for 15 entrustable professional activities. The Kruskal-Wallis H test was used to compare the differences in entrustable levels among residents of different disciplines and grades to determine whether the educational principle of hierarchical progression could be achieved, and the generalization coefficient was used to test the evaluation confidence of the entrustable professional activities scale. Results The generalizability coefficient of the entrustable professional activities scale was 0.980. Entrustable levels from internal medicine, obstetrics & gynecology and pediatrics second-year residents by clinical instructors were higher than those of the first-year residents[for example, in history-taking and physical examination during patient encounter by obstetrics & gynecology residents: 4.0 (0.6) vs. 3.0 (0), all adjust P<0.001], and the third-year residents' entrustable levels were higher than the second-year residents' [for example, in history-taking and physical examination during patient encounter by obstetrics & gynecology residents: 4.5 (0.8) vs. 4.0 (0.6), all adjust P<0.001]. Levels of entrustability by clinical instructors from surgical residents were no significant differences between the first-year residents and the second-year residents either [for example, in indentify and manage the general clinical conditions: 4.0 (0.3) vs. 4.0 (0.5), adjust P=0.591], and there were no significant differences between the second-year residents and the third-year residents [for example, in indentify and manage the general clinical conditions: 4.0(0.5)vs.4.0(0.5), adjust P=0.047]. Conclusions The entrustable professional activities scale is reliable and stable, and can effectively reflect the effect of standardized training of residents. Among them, the standardized training of obstetrics & gynecology residents conforms to the principle of hierarchical and progressive training, and it is necessary to re-plan the annual training programme for internal medicine, surgery, and pediatrics. References | Related Articles | Metrics