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01 August 2023, Volume 43 Issue 8 Previous Issue    Next Issue

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Exploration of management strategy ofearly exposure to clinical research projects for medical undergraduates based on ″conceiving-designing-implementing-operating″ Yuan Wenqing, Wang Minmin, Chu Hongling, He Xuan, Gu Shixian 2023, 43 (8):  561-564.  DOI: 10.3760/cma.j.cn115259-20220830-01091 Abstract ( 194 )   PDF (824KB) ( 184 )   Early exposure to clinical research projects plays an important role in cultivating the research abilities and interests of medical students. However, there is currently a lack of management strategies and effectiveness evaluation for early engagement of medical students in research projects. Peking University Third Hospital has been exploring the management of early exposure to clinical research projects formedical undergraduate since 2021. Over a period of three years, they have developed a management program based on the ″conceiving-designing-implementing-operating″ (CDIO) framework. Results from a questionnaire survey involving 127 medical undergraduates and 111 clinical teachers who participated in the projects revealed that108 (85.0%) students and 92 (82.9%) teachers expressed satisfaction with the projects. A total of 102 (80.3%) students expressed a sense of achievement through their participation, among which 99 (97.1%) students believed that their clinical research abilities had improved, 89 (87.3%) students felt that their academic writing skills had improved, and 70 (68.6%) students believed that their academic presentation skills had improved. Additionally, 91 (71.6%) studentswere able to write and submit a review or article by the end of the project. The CDIO-based management for early exposure to clinical research projects contributes to the development of the research abilities of medical undergraduates. References | Related Articles | Metrics

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Investigation and analysis on the course of sciences in clinical research among doctoral candidates of professional degree majoring in clinical medicine Wu Yanhua, Mu Dongmei, Zheng Xiangyu, Jia Zhifang, Zhang Yangyu, Zhao Tianye, Cao Donghui, Li Bai, Jiang Jing 2023, 43 (8):  565-569.  DOI: 10.3760/cma.j.cn115259-20220908-01132 Abstract ( 135 )   PDF (846KB) ( 117 )   Objective This study aimed to understand the perception and mastery level of science in clinical research among doctoral candidates of professional degree majoring in clinical medicine. The findings will serve to inform the designing of the curriculum of science courses in clinical research. Methods A questionnaire was designed based on the course content outlined in the guidelines for core courses of professional degree graduate programs and relevant literature. In November 2021, a questionnaire survey was conducted among 116 doctoral candidates of professional degree majoring in clinical medicine enrolled in three hospitals affiliated with Jilin University in 2021. Statistical analysis was performed. T tests and χ2 tests were used for comparison between groups. Results The highest importance rating was for formulating a scientific question and designing the research, with scores of (3.57±0.58) each. The highest mastery rating was given for the literature review, with a score of (2.38±0.73). The importance rating for data cleaning and quality assurance was (3.36±0.58), ranking ninth, but the mastery score was only (1.71±0.77), ranking last.Between individuals who had previously completed a course on clinical research methodology and those who hadnot, statistical difference was observed only in the comparison of informed consent [(3.18±0.56) vs. (3.39±0.53)](P=0.039), proficiency assessments revealed statistical differences in evidence based medicine [(2.40±0.51) vs. (1.99±0.60)], research ethics [(2.24±0.76) vs. (1.91±0.72)], research methodology [(2.06±0.61) vs. (1.78±0.61)],data management and statistical analysis [(2.06±0.70) vs. (1.75±0.60)], and clinical trial practices [(1.99±0.72) vs. (1.65±0.66)] (all P<0.05). Conclusions Doctoral candidates of professional degree highly value formulating a scientific question, designing research, assessment of scientific papers, data cleaning and quality assurance. Stratified teaching strategies should be employed to address the varying backgrounds of students in clinical research methodology. References | Related Articles | Metrics

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Visual analysis of research about interprofessional education of nursing Wang Hui, Zhou Lihua, Li Ziye, Yan Xueqing 2023, 43 (8):  570-573.  DOI: 10.3760/cma.j.cn115259-20230206-00102 Abstract ( 113 )   PDF (2308KB) ( 92 )   Objective Visualization analysis of major hotspots, and research trends of interprofessional education (IPE) in the field of nursing. Methods Systematically search the core ensemble of literature in the Web of Science database, and apply Citespace software to analyze the distribution characteristics, research hotspots and trends of IPE literature within the nursing field. Results A total of 644 articles were published in IPE research in nursing from 2013 to 2022, distributed across 133 journals 900 research institutions from 48 countries. The research hotspots were IPE, nursing students, teamwork, collaboration and attitude, with preparation and tools as emerging research directions. The study was divided into 3 phases of preliminary attempts from 2013 to 2016, theoretical research from 2016 to 2019, and competence development and model innovation from 2019 to 2022. Conclusions Nursing IPE research is unevenly distributed regionally, the interprofessional training of nursing students is a current research hotspot, with research frontiers focusing on the pre-preparation and teaching model. References | Related Articles | Metrics

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Analysis of the demand and factors of standardized training among EENT new nurses based on Goldstein model Hu Yanqiu, Deng Haoyue, Cheng Guiqing, Gui Chunyi 2023, 43 (8):  574-577.  DOI: 10.3760/cma.j.cn115259-20221018-01317 Abstract ( 72 )   PDF (796KB) ( 56 )   Objective To explore the standardized training needs and its influencing factors among EENT new nurses in Shanghai, and provide a basis for improving the training program. Methods 216 EENT new nurses from 30 hospitals in Shanghai were investigated by using convenience sampling method. A survey questionnaire was designed based on the Goldstein model. T-test, ANOVA, and multivariate linear regression were used. Results The total score was (215.19±41.61) for standardized training needs, with the highest demand for knowledge dimension (39.34±8.12), followed by ability dimension (82.40±16.68), and the lowest demand for skill dimension (93.45±19.30). Multiple linear regression analysis showed that whether EENT new nurses have studied relevant knowledge(β=0.141, P=0.040)and whether they have participated in general hospital standardized training(β=-0.174, P=0.012) were the influencing factors. Conclusions EENT new nurses have a high demand for standardized training. It is recommended to consider various elements, such as learning experience of new nurses, the status quo of teaching faculty, and then to refine the training program for EENT new nurses. References | Related Articles | Metrics

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Analysis on the hotspots and trends of researches on education of international medical students in China Chen Xinhang, Chen Weiying, Chen Xing, Zhu Lin, Wu Hongbin 2023, 43 (8):  578-582.  DOI: 10.3760/cma.j.cn115259-20221129-01494 Abstract ( 119 )   PDF (843KB) ( 106 )   Objective To analyze the hotspots and trends of researches on education of international medical students in China. Methods Using CiteSpace software to analyze the 1 629 literatures on education of international medical students in CNKI, Wangfang and Weipu database from 2003 to 2022. Results The research topics in the field of education of iinternational medical students cover seven categories as teaching reform, teaching quality, education management, clinical teaching, bilingual teaching, online teaching, humanities education. Emergent topics include online teaching, flipped classroom, the Belt and Road Initiative, etc. Conclusions From 2003 to 2022, the number of published papers in the field of education of international medical students shows an overall upward trend. The researches on education of international medical students in China has gradually increased, and attracts more scholarly attention. The related research mostly focuses on specific teaching practices and falls short of a systematic and macroscopic perspective. References | Related Articles | Metrics

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Exploration of narrative medicine training on the cultivation of empathy in practice of clinical medical students Chu Alan, Sun Chen, Liu Zongwen, Song Rui, Liu Shijia, Xie Yanqiu 2023, 43 (8):  583-585.  DOI: 10.3760/cma.j.cn115259-20221024-01341 Abstract ( 126 )   PDF (781KB) ( 115 )   Objective To explore the effect of narrative medicine training on empathy of clinical medical students in practice, and explore the changes of empathy ability over time. Methods A total of 60 clinical medical interns rotating in the Second Affiliated Hospital of Zhengzhou University were selected as the research subjects. The students carried out theoretical study and clinical practice of narrative medicine, and filled in the Jefferson Empathy Scale at different time nodes. We compared the score changes of the empathy scale and their changes over time. Compare the differences using t-test and one-way ANOVA methods. Results The total score of JSPE for students immediately after conducting narrative medicine training was 119.95 ± 10.04, which was higher than the score before training (94.22 ± 9.52), and the difference was statistically significant (P<0.05). The scores for each dimension showed statistical differences (all P<0.05); The total score of JSPE in the second half of the training period was 123.33 ± 4.82, which was higher than that immediately after the training period, and the difference was statistically significant (P<0.05); The total score of JSPE in the first year after training was 122.03 ± 5.32 points. Although the value decreased compared to the first half of the training, there was no statistical difference (t=-1.40, P=0.163). Conclusions Narrative medicine training was helpful to improve the empathy ability of clinical medical students, and the improvement of empathy ability was continuous for a period of time. References | Related Articles | Metrics

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Analysis on influencing factors of undergraduate medical students′ willingness to participate in scientific research based on ARCS learning motivation model Li Jingzhe, Ma Yunqi, Zhu Xianhui, Fang Qihang, Yan Li'na, Shao Juanjuan 2023, 43 (8):  586-589.  DOI: 10.3760/cma.j.cn115259-20221108-01409 Abstract ( 90 )   PDF (825KB) ( 79 )   Objective Based on ARCS learning motivation model, the influencing factors of medical undergraduates' willingness to participate in scientific research were analyzed. Methods A total of 1 123 undergraduates from a local medical university were selected as research participants by multi-stage stratified sampling. SPSS 25.0 statistical software was used for data analysis. Principal component analysis was used for dimension reduction of scale indicators. Results Girls were more willing to participate in scientific research than boys (OR=0.713, P<0.05). The grade of students was inversely correlated with their willingness to participate in scientific research (OR =3.419, P<0.05). Eight motivation variables, namely academic achievement, scientific research interest, personal comprehensive ability, learning methods, professional requirements, confidence in scientific research achievements, satisfaction of participating in scientific research projects, and application of relevant knowledge to solve problems, had a significant positive correlation with the willingness to participate in scientific research (OR=1.781,OR =2.574,OR =1.834,OR =1.186,OR =1.747,OR =1.880,OR =1.683,OR =1.774, all P<0.05). Conclusions The influence of demographic characteristics and motivation factors on medical undergraduates' willingness to participate in scientific research varies to a certain degree. References | Related Articles | Metrics

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Investigation and analysis on the current situation of clinical research paper writing and training needs among residents in standardized training Ren Ye, Pan Suyang, Zhang Jinming, Xiong Wei, Zhu Wentao 2023, 43 (8):  590-594.  DOI: 10.3760/cma.j.cn115259-20220919-01198 Abstract ( 87 )   PDF (843KB) ( 77 )   Objective To investigate the current situation of clinical research paper writing and training needs of residents, and to provide reference for the development of clinical research training programs for residents. Methods Residents participating in the standardized training of residents at Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, from 2019 to 2021 were selected as the study subjects, and the questionnaire survey method was used to analyze the current situation of clinical research paper writing and training needs in April 2022. Descriptive statistics were used to analyze the relevant data. Results A total of 181 questionnaires were sent out and all of them were effectively returned, of which 106 (58.6%) had working experience; 32 (17.7%) had published or assisted others to publish clinical papers; 140 (77.3%) consulted their supervisors when they found clinical research problems; 106 (58.6%) used general search engines; 56 (30.9%) used Pubmed and other professional medical search engines; 51 (28.2%) went to the library, and 55 (30.4%) had only ever thought of publishing a clinical paper. A total of 110(60.8%) found each part of the paper difficult; however, 81(44.8%) also wished they could have done all the writing of the paper. 89(49.2%) could distinguish between retrospective and prospective studies; 141(77.9%) would use software to insert references. Only 25(13.8%) had received thesis training or lectures, but 160(88.4%) had a need for clinical thesis training in terms of specific training methods such as online lectures [130(71.8%)], one-on-one small-group tutorials [102(56.4%)], offline exchanges [83(45.9%)], self-study mainly with email or WeChat questions [28(15.5%)]. Conclusions Residents have severe deficiencies in the overall knowledge structure, methodology, and statistics of clinical dissertations, but subjectively there is a need for training and a positive attitude, and currently the clinical supervising physicians do not give enough attention and time to invest in training and counseling. In this regard, training centers and supervising physicians should increase the proportion of clinical research training and explore effective training programs. References | Related Articles | Metrics

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The exploration and application of self-inquiry teaching method based on Internet plus in medical organic chemistry experiment teaching Zhang Junna, Li Minghua, Wang Haibo 2023, 43 (8):  595-599.  DOI: 10.3760/cma.j.cn115259-20220909-01144 Abstract ( 93 )   PDF (810KB) ( 117 )   Objective To explore the effect of the independent inquiry-based teaching method in the experimental teaching of medical organic chemistry under the Internet plus. Methods From March 2019 to July 2022, all 815 undergraduates from the grade 2019-2022 of clinical medicine, preventive medicine and psychology in the Air Force Medical University were recruited, of which 610 students from the 2020-2022 class were the experimental group using inquiry-based teaching, whereas 205 students from the 2019 class were the control group using traditional teaching method. The teaching effects were evaluated through assessments and questionnaires. T-test and chi-square test were used for data analysis. Results In the final examination,the progress of the experimental group was higher than that of the control group [(86.77±1.64) vs. (80.28±4.26), P<0.05]. The process evaluation and summative assessment scores of the experimental group were higher than those of control group [(86.98±1.45) vs. (81.16±2.27), (85.27±1.53) vs. (79.43±5.17), all P<0.05]. The results showed that the students in the experimental group believed that this teaching method improved their ability to analyze problems [552(90.5%)], solve problems [534(87.5%)], collaborate [545(89.3%)] and hands-on skills [547(89.7%)], while the corresponding data of the control group were 131(63.9%), 168(82.0%), 144(70.2%) and 146(71.2%). The differences between the two groups were statistically significant (all P<0.05). Conclusions Investigative teaching is more conducive to students learning to learn, and to integrate data, analyze, problem-solve, as well as to enhance the interactive effect of "teaching" and "learning", to a certain extent to improve the quality and efficiency of medical organic chemistry teaching. References | Related Articles | Metrics

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Exploration of capability-oriented practice teaching in clinical pharmacy for undergraduates Chen Suning, Qiao Yi, Guan Yue, Zhang Wei, Cao Shanshan, Zhao Jinyi, Guo Guiping, Ge Jie, Wang Congcong, Wang Jingwen 2023, 43 (8):  600-603.  DOI: 10.3760/cma.j.cn115259-20221012-01287 Abstract ( 110 )   PDF (821KB) ( 141 )   The capability-oriented practical teaching is student-centered, which can improve both students' motivation and their clinical decision-making ability during the whole process of pharmaceutical care This way of teaching has been applied to on-the-job training of clinical pharmacists in our research group with good results. Since 2021, the research group has implemented capability-oriented clinical pharmacy practice teaching among 23 undergraduate majoring in pharmaceutical science in the four-year program enrolled from 2018 to 2019 in the Air Force Medical University, which included adding practice teaching links, refining practice process and content, improving practice auxiliary education means, optimizing practice education assessment methods, and evaluating teaching effects through examination results and satisfaction evaluation. Results show that the students received relatively high practice grade (84.6±3.5) score, with excellence rate 91.3% (21/23). Among them, the theory scores for (81.7±3.5), with excellence rate 82.6% (19/23); Clinical thought assessment score for (84.3±6.3), the excellence rate was 73.9% (17/23); Clinical practice assessment score for (88.8± 5.0), the excellence rate was 91.3% (21/23). Course satisfaction from doctors, nurses and patients (the evaluation of each student was completed by two doctors, nurses and patients respectively) were ″very good″ and ″good″ in 89.1% (123/138). The application of the capability-oriented practice teaching to the clinical pharmacy for undergraduates is helpful for students to cultivate clinical thinking and improve the problem-solving ability in clinical pharmacy, which has been recognized by medical staff and patients. However, it has higher requirements on the scale of teaching units implementing clinical pharmacy and the comprehensive ability of teaching faculties. References | Related Articles | Metrics

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A questionnaire survey on professional identity of medical students during internship Ren Sangsang, Ge Qiwei, Cen Dong, Chen Zhi 2023, 43 (8):  604-608.  DOI: 10.3760/cma.j.cn115259-20220916-01183 Abstract ( 113 )   PDF (812KB) ( 120 )   Objective To understand the professional identity of undergraduates majoring in clinical medicine during internship, and to explore the influencing factors of professional identity. Methods A total of 522 clinical medical undergraduates were investigated through questionnaire survey from February to March 2022, and the current situation and influencing factors of medical students' professional identity during internship were analyzed through descriptive analysis, Pearson correlation analysis, one-way ANOVA, and t-test analysis. Results The students' professional identity score was (4.10 ± 0.66), and there was a positive correlation between the 8 possible factors and professional identity (P<0.001). Among them, their own clinical abilities (r=0.42), teaching resources (r=0.41) had the higher correlation with professional identity, while the effectiveness of internship (r=0.23) had the lowest correlation with professional identity. An analysis of occupational identity among students with different characteristics showed that male students had higher scores than female students [(4.21 ± 0.71) vs. (4.02 ± 0.61), P=0.002], and medical students from independent medical colleges had higher scores than medical students from comprehensive universities [(4.20 ± 0.64) vs. (4.06 ± 0.66), P=0.029]. The scores of graduate students who pursue graduate school guarantees (4.12 ± 0.66) and those who are preparing to take postgraduate entrance exams (4.17 ± 0.64) are higher than those who graduated from undergraduate studies and participate in clinical work (3.86 ± 0.60) or non-clinical work (3.23 ± 0.59), all P<0.05. Conclusions The effectiveness of internships, clinical abilities, and teaching resources are all correlated with professional identity, with clinical abilities and teaching resources having a higher correlation. Male medical students, students from independently established medical colleges, and those who choose to pursue graduate school guarantees and take postgraduate entrance exams have a higher score of professional identity. References | Related Articles | Metrics

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Application of reverse thinking in ultrasound diagnosis internship for undergraduate medical imaging students Liu Manwei, Wu Wenqian, Xie Mingxing, Wang Jing, Zhang Jing, Zhang Li, Zhang Wen, Wang Lei, Qi Laihua, Yang Yali 2023, 43 (8):  609-611.  DOI: 10.3760/cma.j.cn115259-20220916-01184 Abstract ( 60 )   PDF (772KB) ( 82 )   Reverse thinking can help improve medical students' learning initiative and enthusiasm, and cultivate their logical reasoning skills,as well as clinical thinking ability. This article takes as an example the ultrasound diagnosis internship teaching of 30 undergraduate students majoring in medical imaging at Tongji Medical College of Huazhong University of Science and Technology in 2019 to elaborate on the teaching design and implementation process of integrating reverse thinking into ultrasound diagnosis internship. The teaching effectiveness was evaluated through process evaluation, summative evaluation, and questionnaire survey. The results showed that total score of the students was (83.15±8.32) points, among which the excellent rate of process evaluation was 63.3% (19/30), and the excellent rate of summative evaluation is 76.7% (23/30). The students' satisfaction score of reverse thinking teaching was above 4.50 points. The integrating of reverse thinking into ultrasound diagnosis internship is effective, And medical students were generally satisfied with teaching of reverse thinking. References | Related Articles | Metrics

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Exploration and practice on convergence media mode of postgraduate enrolling publicity in medical colleges and universities Liu Yanquan, Cheng Xiaoyan, Peng Feifei, Dong Shuping, Yuan Jiacheng, Zeng Minjuan, Wang Shimei, Chen Yuting, Tang Huanwen 2023, 43 (8):  612-616.  DOI: 10.3760/cma.j.cn115259-20221223-01582 Abstract ( 48 )   PDF (835KB) ( 43 )   At present, the medical colleges and universities in China have their own different strategies and ways in postgraduate enrolling publicity, while there are some common problems such as scattered objects of publicity, broad content and one-way process.In response to these problems, this article has designed and implemented the informationization construction of graduate enrolling publicity, including the establishment of accurate publicity teams, rich publicity materials and carriers, linkage of multi departmental resources, combining online and offline publicity forms, integration of different types of multimedia platforms, using big data to accurately support publicity and build a research and enrolling publicity model of ″five precise positioning″ and so on, aiming to provide reference for the innovation and transformation of research and enrolling publicity in medical colleges and universities in China. References | Related Articles | Metrics

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Investigation and analysis of the satisfaction and influencing factors of medical postgraduates with mentor guidance in a hospital in Shanghai Hu Junjie, Tian Feng, Chen Yanmin, Gu Song 2023, 43 (8):  617-620.  DOI: 10.3760/cma.j.cn115259-20220710-00884 Abstract ( 78 )   PDF (792KB) ( 81 )   Objective To analyze medical graduate students' satisfaction with advisor's guidance and its influencing factors, in order to provide empirical support for improving the satisfaction of medical graduate students with mentor guidance. Methods A questionnaire survey was used. From January to April 2022, 129 full-time medical graduate students in a top-three hospitals affiliated to Shanghai Jiao Tong University School of Medicine were selected as the survey objects by using the convenient sampling method, and a self-designed questionnaire was developed and implemented to investigate aspects of teacher-student communication, scientific research habit training, and graduation project guidance. Multiple linear regression was used to analyze the influencing factors of graduate students' satisfaction with mentor guidance. Results There were 104 graduate students (80.6%) who very satisfied with the advisor's guidance. The frequency of teacher-student academic communication (b=0.26, P=0.026), non-academic communication (b= 0.37, P=0.003), and discussion of thesis topic between teachers and students (b= 0.66, P=0.002) were significantly positively correlated with satisfaction with advisor's guidance, whereas advisor's mandatory assignment of thesis topic (b=-0.42, P=0.024) was significantly negatively correlated with satisfaction. Conclusions The satisfaction of graduate students with mentor guidance needs to be improved. Increasing the frequency of academic and nonacademic communication between teachers and students, and enhancing the frequency of thesis discussion between teachers and students are necessary to improve student satisfaction. The selection of student thesis topic should fully consider students' own interests. References | Related Articles | Metrics

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Analysis of social practice satisfaction and influencing factors of masters of public health Kong Wei 2023, 43 (8):  621-624.  DOI: 10.3760/cma.j.cn115259-20221020-01326 Abstract ( 55 )   PDF (822KB) ( 56 )   Objective To understand the current situation of social practice among master of public health and explore the factors affecting their satisfaction, to inform how social practice programs can be optimized. Methods A total of 165 students enrolled in 2019 and 2020 with master of public health from Shandong University were selected as the research subjects. A self-made questionnaire was used to conduct the survey. T-test and χ2 test were used to compare differences between groups. Multivariate linear regression was applied to analyze the influencing factors of social practice satisfaction. Results The score of students' satisfaction with the social practice was (26.29±3.96). Male students (β=0.180, P=0.005), instructors' guidance frequency of over 3 times per week (β=0.466, P=0.002) and more than 1 time per month (β=0.526, P=0.001), familiarity with the content and requirements of the social practice (β=0.371, P<0.001; β=0.315, P=0.001) were factors promoting social practice satisfaction, whereas longer social practice duration was the negative factor (β=-0.275, P<0.001). Conclusions The satisfaction of social practice among masters of public health is generally high, which is affected by gender, the frequency of social practice instructors' guidance, familiarity with the content and requirements of the social practice, social practice duration and other factors. Medical schools and social practice centers should take targeted measures such as strengthening the interaction between instructors and students, consolidating the professional knowledge of students, and setting appropriate social practice time to promote the satisfaction of social practice. References | Related Articles | Metrics

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Investigation and analysis of the core competencies of obstetrics and gynecology residents undergoing standardized residency training in Guizhou Province Yan Wenjuan, Wu Weidong, Zi Dan, Li Yueming, Wen Xiu, Sun Siying 2023, 43 (8):  625-628.  DOI: 10.3760/cma.j.cn115259-20221206-01531 Abstract ( 67 )   PDF (792KB) ( 55 )   Objective To understand the core competencies of obstetrics and gynecology residents undergoing standardized residency training in Guizhou Province (referred to as residency training), and to inform quality improvement of residency training. Methods The method of questionnaire survey was adopted. From April to June 2022, a self-assessment survey was conducted on the core competence of 322 trainees from 17 residency training bases of obstetrics and gynecology in Guizhou Province in six aspects: professional literacy, professional competence, patient management, communication and cooperation, teaching ability and learning improvement. One-way ANOVA analysis of variance and t-test were used to analyze the relevant data. Results The core competency self-score of trainees was (4.09±0.62) points. Among the 6 core competency, the scores from high to low were: professional literacy [(4.27±0.65) points], communication and cooperation [(4.18±0.64) points], patient management [(4.09±0.65) points], professional competence [(4.07±0.65) points], teaching ability [(3.99±0.68) points], learning and improvement [(3.88±0.71) points]. The total core competency score [(4.24±0.57) points] of the trainees who could fully implement the training plan was higher than that of the majority of the trainees who could [(3.97±0.57) points], basically could [(3.86±0.71) points], and could not [(3.57±0.63) points] implement the training plan. The total core competency scores of the trainees who were very willing to engage in medical profession [(4.17±0.60) points] were higher than those who were unwilling to engage in medical profession [(3.76±0.63) points], all P<0.05. Conclusions The core competencies of residents in the six aspects have not been balanced and need to be improved. In future training, attention should be paid to the cultivation of core competencies such as teaching ability and learning improvement of residents, and the training plan of residents should be strictly implemented to improve their willingness to work. References | Related Articles | Metrics

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Exploration of online and offline teaching based on hierarchical progression in standardized training of radiology resident physicians Gong Tingting, Liu Jianhua, Li Xin, Liu Chunyan, Chen Ye, Hu Haixia, Jia Shengnan 2023, 43 (8):  629-632.  DOI: 10.3760/cma.j.cn115259-20221017-01307 Abstract ( 82 )   PDF (791KB) ( 61 )   Objective To explore the teaching effect of hierarchical progressive online and offline teaching in the standardized training of radiology residents. Method A trial control method was used. A total of 336 residents who received standardized residency training in the Department of Radiology of the Second Hospital of Jilin University from January 2020 to December 2021 participate in the study, among whom 152 residents in 2021 were selected as the experimental group, and 184 residents in 2020 were selected as the control group. They were divided into the professional (radiology) cohort and the non-professional cohort respectively. The residents in the experimental group took the hierarchical progressive online and offline teaching method, and the residents in the control group took the traditional teaching method. The training effect was evaluated by the scores of the residents' practice competence, and the t-test and χ2 test were used for comparison between the groups. Results In practice competence, for resident physicians in the professional cohort, the theoretical and clinical film reading ability assessment scores in the experimental group were higher than those in the control group [(91.33 ± 3.48) points vs. (86.27 ± 6.08) points, (96.75 ± 3.21) points vs. (85.59 ± 11.45) points] (all P<0.001); for the non-professional cohort, the theoretical and clinical film reading ability assessment scores in the experimental group were higher than those in the control group [(86.87 ± 7.99) points vs. (67.21 ± 17.47) points, (87.79 ± 8.12) points vs. (76.56 ± 16.16) points](all P<0.001). Conclusions In the standardized training of radiology residents, adopting a hierarchical and progressive online and offline teaching method can help improve the theoretical level and clinical film reading ability of resident physicians, thereby improving teaching efficiency. References | Related Articles | Metrics

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Research on the construction of entrustable professional activities index for postgraduates with master′s degree in oral nursing Zhou Na, Zhang Jing, Lu Qian, Xu Jiaqi, Yang Yue 2023, 43 (8):  633-637.  DOI: 10.3760/cma.j.cn115259-20221031-01373 Abstract ( 73 )   PDF (849KB) ( 55 )   Objective The purpose of the research was to construct an index of entrustable professional activities (EPAs) for postgraduates with master's degree in oral nursing. Methods From January to July 2022, based on literature review, semi-structured interviews and group discussions, the EPAs indicators were preliminary formulated. The Delphi method was used to conduct two rounds of expert consultation among 16 experts to determine the EPAs index for postgraduates majoring in oral nursing. Results The expert authority coeficient was 0.875. Two rounds of consulting experts positive coeficient were 100.00% and 93.75% respectively. Kendal Coordination Coeficient were 0.124 and 0.095 respectively (P<0.05). The established index of EPAs for postgraduates with master's degree in oral nursing included 11 items of indicators and 56 items of content descriptions, and the expected entrustment levels of each indicator in different study stages were determined. Conclusions The index of EPAs for postgraduates with master's degree in oral nursing is comprehensive and practical, and the construction process is scientific and reliable. It can provide a simple and feasible method to evaluate the educational effect for the training of postgraduates with master's degree in oral nursing. References | Related Articles | Metrics

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The evolution and enlightment of model core curriculum for medical education in Japan Liu Yutong, Wen Deliang 2023, 43 (8):  638-640.  DOI: 10.3760/cma.j.cn115259-20221020-01327 Abstract ( 102 )   PDF (802KB) ( 99 )   At the beginning of the twenty-first century, Japan formulated the model core curriculum for medical education. The model core curriculum for medical education guide has been edited three times. The first version was for basic quality assurance of medical students' training. The second one was mainly for quality service to the local community. The third one focused on cultivating research vision and the fourth version described the substantive requirements of medical competencies and qualifications. This paper aims to provide reference for the establishment of the whole plan of medical education in China. References | Related Articles | Metrics