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Construction of competency-oriented training program for primary care nurses of chronic disease management specialty in the community Liu Fang, Wang Lingyun, Liu Weiwei 2023, 43 (5):  321-325.  DOI: 10.3760/cma.j.cn115259-20220720-00916 Abstract ( 143 )   PDF (818KB) ( 133 )   Objective To construct a competency-oriented training program for primary care nurses specialized in chronic disease management in community. Methods Through literature research and semi-structured interviews, the training program of primary care nurses specialized in chronic disease management in community was preliminarily formulated. The Delphi method was used to conduct two rounds of expert correspondence consultation among 30 experts, to establish the training program of nurses specialized in chronic disease management in community. Results The effective recoveries of the two rounds of expert consultation questionnaires were both 100.0% (30/30), with the expert authority coefficients being both 0.91, and the Kendall coordination coefficients are 0.377 and 0.396 (P<0.001), respectively. The final training program includes 5 parts, including training objectives, training content, training methods, requirements for teachers and admission conditions for students, assessment and evaluationcovering 86 essential factors. Conclusions The training program constructed based on the competency index of primary care nurses specialized in chronic disease management in the community is evidence-based and reliable, which can inform the training of primary care nurses specialized in chronic disease management in our country in the future. References | Related Articles | Metrics

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Study on the curriculum and teaching practice of medical pragmatics under the background of new medical science Zheng Jie, Liu Rong, Li Feng, Fan Hongya, Yu Guodong , Du Mengqi, Li Yue'e 2023, 43 (5):  326-330.  DOI: 10.3760/cma.j.cn115259-20221130-01501 Abstract ( 169 )   PDF (816KB) ( 151 )   Shanxi Medical University innovatively explored the construction and application of medical pragmatics curriculum, established the curriculum framework of medical pragmatics by expert consultation and argumentation method, established the curriculum outline and teaching content, and conducted the teaching in the form of elective courses among 302 students of ″5+3″ integration of clinical medicine major in 2021, and conducted the teaching effect evaluation and feedback. The feedback results showed that 290 students (96.0%) believed that learning medical pragmatics was beneficial to them, and 295 students (97.7%) believed that schools should strengthen doctor-patient communication education from the perspective of pragmatics. Practice has proved that medical pragmatics courses integrate pragmatics and medicine, strengthen communication skills through strategic use of language, and promote doctor-patient communication. The curriculum scheme obtained by this research is feasible and has good teaching results, which can provide reference for the establishment of such courses in Chinese medical colleges and universities. References | Related Articles | Metrics

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Predictive model of medical students' professionalism: establishment and preliminary verification Lin Tingting, Han Hao, Zheng Dongze, Wu Chengyu, Wang Meiyu, Yang Guitao, Qiu Xiuhua 2023, 43 (5):  331-336.  DOI: 10.3760/cma.j.cn115259-20220708-00876 Abstract ( 126 )   PDF (836KB) ( 89 )   Objective To establish a predictive model for the development of medical students' professionalism and conduct preliminary evaluation on it. Methods Questionnaires were used among 477 clinical medicine, nursing and stomatology students from grade 2015 to 2019 in Shantou University Medical College using stratified random sampling in December 2020 to understand the influencing factors of the development of medical students' professionalism, and establish the predictive model and scoring system through single factor analysis and multivariate logistic regression analysis, and conduct preliminary evaluation based on the area under the ROC curve (AUC). Results The results showed that seven factors including gender, grade, personality, peer relationship, the education mode of “Doctor's Heart”, medical social environment and clinical practice environment were the independent predictors of the development of medical students' professionalism (P<0.05),whose OR and 95%CI were 2.223[95%CI(1.335-3.704)], 4.705[95%CI(1.761-12.574)], 3.222[95%CI(1.869-5.555)], 3.117[95%CI(1.867-5.202)], 3.840[95%CI(2.276-6.480)], 0.479[95%CI(0.282-0.816)] and 2.136[95%CI(1.257-3.629)] respectively. The AUC of ROC predicted by the model were 0.871[95%CI(0.839-0.903)]. The score of the scoring system ranged from -1 to 10, whose AUC was 0.858 [95%CI(0.824-0.891)]. With 5 points as the best truncation value of the scoring system, scores larger than 5 predicted the development trend of medical students' professionalism positively, or predicted it negatively. Conclusions The predictive model for the development of medical students' professionalism has been established, which has certain reference value in the practice of cultivating medical students' professionalism. References | Related Articles | Metrics

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Investigation and analysis on medical students’ perceptions of medical professionalism Zhang Zhiying, Zhang Ruyi, Zhai Shaoqi, Li Hanlin, Peng Yingchun 2023, 43 (5):  337-341.  DOI: 10.3760/cma.j.cn115259-20220720-00915 Abstract ( 268 )   PDF (825KB) ( 176 )   Objective In light of the professional performance of healthcare personnel during the prevention and control of COVID-19 pandemic, this study aims to analyze current status of the professional cognition, professional emotion, professional volition and professional literacy, which would inform the cultivating of medical professionalism among medical students. Methods A qualitative research method was adopted. From March to May 2021, a semi-structured and personal in-depth interviews was conducted with 60 undergraduate medical students of clinical medicine, stomatology, pediatrics and nursing enrolled from 2018 to 2020 at a medical college in Beijing, and the qualitative data were analyzed using the content analysis method. Results Four major themes were extracted: during pandemic, in terms of professional cognition: the majority of medical students had a low level of perception of medical professionalism; in terms of professional emotion: most medical students thought that doctor's profession was noble and had a strong sense of professional identity; in terms of professional volition: most medical students thought that the prospect of doctor's profession was good and they had a clear desire to pursue medicine; in terms of professional literacy:the medical humanities literacy of most medical students was poor and they had difficulty combining theoretical knowledge with clinical practice. Conclusions During the COVID-19 pandemic, medical colleges and universities should focus on education of medical professionalism, strengthen medical students' professional cognition; medical education should promote the spirit of the era's role models to enrich medical students' professional emotions, encourage them to stay true to the mission of entering medical college and to forge their professional will; medical students should exercise their clinical practice abilities, strive to improve their professional quality and lay a solid foundation for their future career.     References | Related Articles | Metrics

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Investigation and analysis on the current situation of humanistic care level of medical students and its influencing factors Ye Gengchen, Tian Lirong, Li Bingyan, Li Chenyu, Bai Yuanrui, Liu Chang, Mi Baibing 2023, 43 (5):  342-345.  DOI: 10.3760/cma.j.cn115259-20220812-01027 Abstract ( 225 )   PDF (772KB) ( 189 )   Objective To analyze the current situation of medical students' humanistic care and its influencing factors, so as to inform future improvement of medical humanities education. Methods A questionnaire survey was adopted. In July 2021, 239 medical students from the Medical Department of Xi'an Jiaotong University, Xi'an Medical College, Yan'an University Medical College and Shaanxi University of Traditional Chinese Medicine were selected as the research subjects by convenient sampling method. Multiple linear regression methods were used to analyze the data through the general information questionnaire, Jefferson Empathy Scale Student Edition and Care Ability Scale survey. The data were analyzed by the multiple linear regression method. Results The overall humanistic care level of medical students was (193.02±18.87), among which the score of female students (196.86±17.92) was higher than that of male students (187.68±18.95), and the difference was statistically significant (P<0.001). The higher the level of empathy response (b=0.547, P<0.001), the better the level of humanistic care of medical students. Compared with medical students with lower evaluation of their interpersonal relationships and lower satisfaction with their majors, the higher the evaluation of their interpersonal relationships (b=0.185, P=0.001) and the higher the satisfaction with their majors (b=0.145, P=0.008), the better the level of humanistic care, and the above three variables can jointly explain 40.0% of the variation in the level of humanistic care of medical students. Conclusions The humanistic care level of medical students needs to be improved, and the humanistic care level of female students is higher than that of male students. Medical students' level of empathy response, evaluation of their interpersonal relationships and satisfaction with the profession can positively influence the level of humanistic care. Universities should consider taking targeted measures to improve the humanistic care level of medical students. References | Related Articles | Metrics

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A study on the relationship between teachers' professional dispositions and medical students' sense of gain in classroom learning Li Luchuan, Fan Hongxiao, Huang Jun, Qin Yongjie 2023, 43 (5):  346-350.  DOI: 10.3760/cma.j.cn115259-20220826-01080 Abstract ( 51 )   PDF (882KB) ( 65 )   Objective To analyze the relationship between teachers' professional dispositions and medical students' sense of gain in classroom learning, and to provide a reference for medical schools to improve medical students' sense of gain in classroom learning. Methods Through the analysis of existing literature and policy texts, the content of teachers' professional dispositions is divided into three aspects: belief, responsibility and creativity. In December 2021, a stratified sampling method was adopted to investigate 250 students from two medical colleges in Chongqing, and questions were designed in two aspects, including teachers' professional dispositions and medical students' sense of gain in classroom learning. The structural equation model was used to analyze the relationship between teachers' professional dispositions and medical students' sense of gain in classroom learning. Results Medical students scored (40.08±10.04) on sense of learning gain (60 points in total), (13.16±4.46) on teachers belief (20 points in total), (13.58±4.28) on teachers' responsibility (20 points in total), (13.37±3.96) on teachers' creativity (20 points in total). Teacher belief (β=0.30, P<0.001), teacher responsibility (β=0.30, P <0.001), teacher creativity (β=0.21, P <0.001) was positively correlated with medical students' sense of gain in classroom learning. Conclusions The level of teachers' professional dispositions and the medical students' sense of gain in classroom learning need to be improved. Attaching importance to the development of teachers' professional dispositions can help improve medical students' sense of gain in classroom learning. References | Related Articles | Metrics

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The influence of nursing students' e-learning attitude on e-learning behavior: the chain mediating effect of initiative personality and self-efficacy of e-learning Liu Yao, Chen Dong, Yang Pu, Zhang Yuhuan, Liang Xiaoyu, Liu Yuqi, Niu Qichao,You qi 2023, 43 (5):  351-355.  DOI: 10.3760/cma.j.cn115259-20220704-00856 Abstract ( 86 )   PDF (796KB) ( 116 )   Objective To explore the mediating role of initiative personality and online learning self-efficacy between online learning attitude and online learning behavior of higher vocational nursing students. Methods In December 2021, 978 nursing students from a higher vocational college in Heilongjiang Province were selected by convenient sampling method, and a cross-sectional study was conducted. The general information questionnaire, initiative personality scale, online learning self-efficacy questionnaire, online learning attitude questionnaire and online learning behavior questionnaire were used to investigate the status quo and action path of higher vocational nursing students in terms of initiative personality, online learning self-efficacy, online learning attitude and online learning behavior. The data were analyzed and the structural equation model was constructed. Results The scores of students' proactive personality, online learning self-efficacy, online learning attitude, and online learning behavior were (57.65±12.52), (31.94±9.74), (32.87±10.49), and (74.78±12.10), respectively, with positive correlations among the variables (r=0.437-0.618, all P<0.001). Online learning attitude played a direct positive effect on online learning behavior (β=0.263, P<0.001), and the direct effect accounted for 45.90% of the total effect. Proactive personality and online learning self-efficacy played indirect positive effects between online learning attitude and online learning behavior, respectively (β=0.231, 0.052, both P<0.001), and proactive personality combined with online learning self-efficacy played indirect positive effects between online learning attitude and online learning behavior (β=0.027, P<0.001), and the three indirect effects accounted for the total effect in turn effect of 40.31%, 9.08%, and 4.71%, with a total indirect effect of 0.310, accounting for 54.10% of the total effect. Conclusions The online learning attitude can not only promote the online learning behavior of nursing students through the mediation of initiative personality and online learning self-efficacy, but also have an important influence on the online learning behavior of nursing students through the chain mediation of initiative personality and online learning self-efficacy. References | Related Articles | Metrics

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Bibliometrics analysis of blended teaching in nursing education field based on Web of Science Liu Yujing, Shen Qin, Xu Yu 2023, 43 (5):  356-360.  DOI: 10.3760/cma.j.cn115259-20220708-00880 Abstract ( 99 )   PDF (857KB) ( 104 )   Objective To explore the hot spot and trend of blended teaching in nursing. Methods Research literature on blended teaching in nursing up to April 2022 were searched from the Web of Science core collection and analyzed using CiteSpace software. Results A total of 359 blended teaching papers that met the search criteria were distributed across 646 research institutions from 57 countries. The earliest study was reported in 2008, and since then, the research literature shows an overall growth trend. Studies on blended teaching in nursing focus onresearch method (qualitative research), teaching effect (impact), teaching model (simulation, distance education, teaching technology and flipped classroom) and application field (nursing education, interprofessional education and health education). The related studies on research method (systematic review), teaching effect (satisfaction and performance) and teaching model (flipped classroom and distance education) are research trend. Conclusions Blended teaching research is receiving increasing attention from nursing scholars. The related studies on research method exploration, teaching effect evaluation, teaching model construction and application field analysis are hot topics. References | Related Articles | Metrics

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Application of multi-disciplinary team combined with experiential teaching in emergency clinical teaching of nursing undergraduates Wei Yulian, Fang Xiaojie, Ma Junjie, Wang Shuo, Fan Xiaohua, Yuan Jie, Jing Xuebing 2023, 43 (5):  361-365.  DOI: 10.3760/cma.j.cn115259-20220829-01086 Abstract ( 138 )   PDF (792KB) ( 129 )   Multi-disciplinary team (MDT) combined with experiential teaching is based on evidence-based medicine and multi-center clinical research, emphasizes teacher-student interaction and knowledge integration among disciplines, it has been widely used in nursing teaching. This study takes the clinical nursing teaching course offered by the emergency department of Zibo Central Hospital as an example, expounds the teaching design and implementation process of MDT combined with experiential teaching, and evaluates the teaching effect by using theoretical knowledge assessment, skill operation assessment and questionnaire survey. The results showed that 75(88.2%) students' theoretical knowledge assessment results were excellent, 79(92.9%) students' operational skills assessment results were excellent.And 77(90.6%) students were satisfied with the teaching. MDT combined with experiential teaching can help students master relevant theories and operations of emergency, and improve students' teaching satisfaction. References | Related Articles | Metrics

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Application and effect evaluation of online teaching mode in “endocrine system” integrated course Mei Wenhan, Zhou Xiaoming 2023, 43 (5):  366-370.  DOI: 10.3760/cma.j.cn115259-20220831-01096 Abstract ( 92 )   PDF (822KB) ( 78 )   Objective To implement and evaluate the teaching effect of online teaching mode in “endocrine system” integrated course. Methods Totally 156 undergraduates of Grade 2017 8-year clinical medicine program of Shanghai Jiaotong University Medical College joined the research group and carried out online learning from March to June 2020. Totally 142 students of Grade 2016 were assigned as the control group to carry out conventional offline teaching. The teaching effect was evaluated by analyzing online learning data, comparing course scores and questionnaire survey. The independent sample t-test was used to compare the two groups of data. Results All students in the experimental group watched the course video in full and completed their homework after class; The number of posts is 225. There was a significant difference in the total course scores between the experimental group and the control group [ (83.36±8.54) vs. (81.10±7.01), P=0.010], and there was no significant difference in the course final exam scores between the experimental group and the control group [(76.46±13.76) vs. (78.45±10.74), P=0.163]. The results of the questionnaire shown that 32 out of 40 teachers (80.0%) believe that the overall effect of online teaching is similar or better than traditional offline teaching, 106 (76.8%) students in the experimental group were satisfied with online teaching. Conclusions The application of online teaching mode in the endocrine system integration course has achieved good results, and it is basically equivalent to traditional offline teaching mode. References | Related Articles | Metrics

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Analysis of the quality of master's degree dissertations in clinical medicine with proposed measures for improvement Zhou Sijiang, Zhang Fei, Zeng Xiaoyun, Li Xin 2023, 43 (5):  371-375.  DOI: 10.3760/cma.j.cn115259-20220919-01200 Abstract ( 117 )   PDF (787KB) ( 69 )   Objective To analyze the quality of master's degree dissertations in clinical medicine and provide empirical support for formulating measures to improve the training quality of master students in clinical medicine. Methods Using the data analysis method, 126 master's degree dissertations in clinical medicine from a medical university participating in the sampling of educational administration from 2019 to 2021 were taken as the research data. Expert review opinions and grade scores were analyzed. Descriptive statistical methods were used to analyze the evaluation results. Results Among 126 dissertations, there were 86 professional degree dissertations, with an excellent rate of 3.5% (3/86), an excellent and good rate of 80.2% (69/86), and an unqualified rate of 7.0% (6/86). There were 40 academic degree dissertations, with an excellent rate of 2.5% (1/40), an excellent and good rate of 90.0% (36/40), and an unqualified rate of 5.0% (2/40). Conclusions The excellent and good rate of dissertations of master's degree in clinical medicine is relatively high, but the excellent rate is low, and the overall quality of professional degree dissertations is lower than that of academic degree dissertations. Therefore, in order to further improve the quality of dissertations of master students in clinical medicine, the training process should be improved, the scientific research exercise should be strengthened, and the dissertation management should also be perfected. References | Related Articles | Metrics

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Explore of temporary instructors in the teaching application of short-term rotation of non-ultrasound residents to the department of ultrasound Yang Guoliang, Liao Yiyi, Liu Zheng, Xu Yali, Li Ningshan 2023, 43 (5):  376-380.  DOI: 10.3760/cma.j.cn115259-20220610-00764 Abstract ( 88 )   PDF (788KB) ( 60 )   Objective To explore the effect of temporary tutorial system in the teaching of ultrasound medicine for non-ultrasound residents on short-term rotation. Methods Sixty-seven non-ultrasound residents rotating to Department of Ultrasound Medicine, Second Affiliated Hospital of the Army Military Medical University from February 2021 to March 2022 were selected, the 33 residents who rotated from September 2021 to March 2022 were set as the test group, the 34 residents who rotated from February 2021 to August 2021 were set as the control group. The research group was taught by temporary instructors on this basis. The control group was taught by traditional training. Both groups underwent theoretical and practical skills assessment and 360° evaluation at the end of the rotation. Statistical analysis of score difference between groups by t-test. Results After training, the theoretical scores, skill operation scores and film reading diagnosis scores of the students in the test group were (84.48±8.50), (79.42±4.91) and (85.20±6.08) respectively, which were higher than those in the control group (77.02±9.53), (75.20±5.72) and (72.39±7.08), all P<0.05.The results of the 360° evaluation showed that the faculty leading the test group were higher than the control group in terms of teaching enthusiasm [(4.20±0.72) vs. (3.09±0.76)] and teaching time investment [(4.55±0.56) vs. (3.18±0.63)], all P<0.05; The residents in the test group had higher medical knowledge, system-based working ability, and practice-based learning and improvement than the control group[(4.38±0.55) vs. (3.24±0.93), (4.21±0.76) vs.(3.21±0.81), (3.70±0.62) vs.(3.21±1.16)], all P<0.05. Conclusions The application of temporary mentorship during short-term rotations for residents in non-ultrasound specialties helps to acquire needed expertise in ultrasound more quickly and improves the understanding of ultrasound diagnostic thinking and clinical skills and enhances the teaching effect. References | Related Articles | Metrics

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Analysis of training needs of general practitioners in primary care facilities in Shigatse, Tibet Yang Sen, Wang Junpeng, Zhang Hanzhi, Ge Xuhua, Ma Le, Jia Can, Luosangrenzeng, Shi Jianjun, Yu Dehua 2023, 43 (5):  381-385.  DOI: 10.3760/cma.j.cn115259-20220617-00795 Abstract ( 58 )   PDF (823KB) ( 35 )   Objective To investigate the needs for general practitioner (GP) training in primary care institutions in Shigatse, Tibet. Methods From March to June 2022, an online survey was conducted in 204 primary care institutions in Shigatse, Tibet Autonomous Region, covering eight categories, including basic information, clinical skills training needs, and community chronic disease management skills training needs and so on. The χ2 test was used to analyze the differences in training needs of GPs with different characteristics. Results Among the 275 valid questionnaires collected, 195 (70.9%), 186 (67.6%) and 216 (78.6%) had higher training needs for ″debridement, suturing, fracture fixation, etc.″ , ″clinical thought in general practice″ and ″hypertension management″. There were statistically significant differences in training needs for puncture, catheterization, and indwelling gastric tube among GPs with different working years (103 GPs with less than 5 years, 62 GPs with 5 years and above, P=0.001), and statistically significant differences in training needs for Chinese (Tibetan) medicine (TCM) techniques among GPs with different education levels (25 less than bachelor's degree, 138 bachelor's degree and above, P=0.046).And the difference in needs such as chronic kidney disease management among GPs in different practice categories was statistically significant (108 practicing physicians and 31 practicing assistant physicians, P=0.001). Conclusions In the Shigatse prefecture of Tibet, GPs have extensive and diverse training demands due to a variety of factors. A targeted training program should be implemented in accordance with the features of the plateau region and the GPs' practice categories, working years, and educational background. References | Related Articles | Metrics

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Establishment of quality evaluation index system for objective structured clinical examination Guo Yu, Wang Peisong, Chen Menghuan, Li Shengyun 2023, 43 (5):  386-390.  DOI: 10.3760/cma.j.cn115259-20220721-00924 Abstract ( 79 )   PDF (825KB) ( 99 )   Objective To establish a quality evaluation indicator system for objective structured clinical examination, in order to inform the evaluation of objective structured clinical examination quality. Methods From April to June 2022, based on the “structure-process-results” three-dimensional quality evaluation model, the preliminary draft of evaluation index was formulated through literature review. Delphi expert consultation was used to conduct consultation with 19 experts, and the weight of each index was determined by analytic hierarchy process. Results The effective recovery rate of the two rounds of expert consultation questionnaire was 100.0%, the expert authority coefficient was 0.892, and the Kendall harmony coefficients was 0.215 and 0.253, respectively. The final quality evaluation indicator system for objective structured clinical examination included 3 first-level indicators, 11 second-level indicators and 56 third-level indicators. Conclusions The quality evaluation indicator system for objective structured clinical examination is comprehensive, scientific and practical, which can inform the evaluation of objective structured clinical examination quality. References | Related Articles | Metrics

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Quality analysis of the clinical fundamental skills test for standardized competence test for clinical medicine undergraduates using generalizability theory Zhou Wenjing, Jiang Zhehan, Ouyang Jinying, Wang Weimin 2023, 43 (5):  391-396.  DOI: 10.3760/cma.j.cn115259-20221114-01427 Abstract ( 84 )   PDF (812KB) ( 58 )   Objective To assess the reliability of the clinical fundamental skills test forstandardized competence test for clinical medicine undergraduates and provide an empirical basis for improving the quality of the test. Methods A generalizability theory was employed to examine the scores of 7 322 examinees who completed the clinical fundamental skills test for BSc in 2020. According to the test design, examinees, stations and items were included in the analysis.The percentage of variance for each facet was calculated to identify the main sources affecting test reliability. Generalizability (G) coefficient and phi index were calculated to analyze the reliability of the test. Based on the scores of examinees who completed the same items in the test, different G coefficients and phi indices were obtained to explore the optimization of the test reliability by adjusting the number of items and stations. Results The results from the generalizability theory showed that the percentage of variance for items was 70.0%~76.0%, the percentage of variance for stations was 17.6%~24.4%, and the percentage of variance for examinees was 0.3%~0.8%. G coefficients for the test ranged from 0.502 to 0.717, and phi indices ranged from 0.052 to 0.223. When one item was added, G coefficient increased by 0.002 and phi index increased by 0.002. When five items were added, G coefficient increased by 0.007 and phi index increased by 0.004. When one station was added, G coefficient increased by 0.025, and phi index increased by 0.010. When two stations were added, G coefficient increased by 0.045 and phi index increased by 0.017. Conclusions There is still room for improving the quality of clinical fundamental skills test. The stations and items are the main sources affecting the test reliability. The test reliability can be improved by increasing the number of stations and items, but the time and the cost of stations and items need to be considered in a comprehensive manner. References | Related Articles | Metrics

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Study on the correlation between inhibitory control and academic achievements of clinical medical students Wu Di, Chen Xianglong, Zhu Yan, Zhou Yue, Wang Panhui, Xiao Wei 2023, 43 (5):  397-400.  DOI: 10.3760/cma.j.cn115259-20221109-01413 Abstract ( 68 )   PDF (771KB) ( 55 )   Objective To study the correlation between inhibitory control (including response inhibition and interference inhibition) and academic achievements of clinical medicine students, so as to explore new ways to improve academic achievements. Methods From August to September 2021, a cluster sampling method was used, 64 students majoring in clinical medicine enrolled in 2020 in Air Force Medical University participated in current study. The subjective and objective academic performances of each medical student were measured by the academic achievement questionnaire. The Go/No-go task and stop signal task were used to measure the level of proactive and reactive response inhibition, respectively; the Stroop task was used to measure the level of interference inhibition. Spearman or Pearson correlation analysis were used to analyze the correlation between the three task performances of medical students and their academic achievements. Results The results showed that the Go/No-go performance was significant related to the academic cognition (r=0.38, P=0.002), academic will (r=0.38, P=0.002) and academic behavior (r=0.32, P=0.010), but was not associated with the academic ranking (r=-0.01, P=0.950), the number of certificates (r=0.09, P=0.494), the number of scholarships (r=-0.17, P=0.173) and the number of awards (r=0.18, P=0.161). In addition, the stop signal and Stroop task performances were not significantly correlated with either the subjective or objective academic performances of medical students. Conclusions Medical students with higher proactive response inhibition have a higher perception of the importance of learning, stronger willpower to learn, and more time and energy invested in their studies. References | Related Articles | Metrics