Archive

01 January 2024, Volume 44 Issue 1 Previous Issue    Next Issue

---

For Selected:

Download Citations EndNote Ris BibTeX

Toggle Thumbnails

Select

Construction of an indicator system of educational resources for colleges and universities to regulate enrollment scale of undergraduates in clinical medicine Xu Hang, Hou Jianlin, Wang Weimin 2024, 44 (1):  1-5.  DOI: 10.3760/cma.j.cn115259-20230206-00101 Abstract ( 140 )   PDF (851KB) ( 153 )   Objective To establish an educational resource indicator system to regulate the enrollment scale of undergraduates in clinical medicine for colleges and universities. Methods Based on the theoretical indicator pool of educational production, a questionnaire for expert consultation on educational resources in undergraduate clinical medical education was designed. Finally, based on the fuzzy Delphi method and the optimal weighting method, the indicator system was constructed. Results Through two rounds of expert consultation with a total of 20 experts from 9 provinces and cities with rich professional theoretical knowledge or practical experience, an indicator system consisting of 3 first level indicators, 8 second level indicators, and 14 third level indicators were determined. The Cronbach coefficients of the two rounds of expert consultation questionnaires were 0.95 and 0.89, respectively, and the expert authority coefficients were 0.82 and 0.87, respectively. Conclusions The indicator system scientifically and systematically reflects the educational resources that need to be considered in determining the enrollment scale of undergraduates in clinical medicine, clarifies the impact of educational resources from different universities on the enrollment scale, and provides a basis for medical colleges to reasonably determine the enrollment scale based on their own educational resources. References | Related Articles | Metrics

Select

Design and implementation of evidence-based pharmacy courses for undergraduate students majoring in clinical pharmacy Cheng Xiao, Diao Sha, Li Jing, Liu Guanjian, Du Liang, Kang Deying, Chen Min, Zhang Chuan, Li Hailong, Yang Chunsong, Huang Liang, Liu Hongqian, Zeng Li'nan, Zhang Lingli 2024, 44 (1):  6-9.  DOI: 10.3760/cma.j.cn115259-20230209-00115 Abstract ( 145 )   PDF (798KB) ( 163 )   Evidence-based pharmacy refers to the use of evidence-based medicine methodology to solve practical problems in the field of pharmacy. To improve evidence-based pharmacy practice ability of clinical pharmacy students, Sichuan University began to offer evidence-based pharmacy courses for fourth-year undergraduate students majoring in clinical pharmacy since 2015. This article introduces the design and implementation process of the course and evaluates the teaching effect through three aspects: course performance, students practical ability, and students evaluation of teaching. The results showed that 93.8% (213/227) of the students' course scores were excellent or good (greater than or equal to 76 points). Students use the evidence-based pharmacy knowledge they have learned to actively carry out research and clinical case analysis. The teaching evaluation score in 2016 was 88.8 points, and in 2020 it was 97.0 points. The implementation of evidence-based pharmacy courses helps to improve students' evidence-based pharmacy practical abilities, improve teaching evaluation scores, and achieve good teaching results in evidence-based pharmacy courses. References | Related Articles | Metrics

Select

Construction and implementation of military medical communication course Pu Xueyin, Li Ze, Wu Feifei, Liu Bozhi, Lyu Xing, Li Kaifeng, Zhang Shuai, Wei Wenxiang, Ma Lijie, Xing Wenjuan, Li Rong, Zhang Jing, Wang Yayun, Zhang Haifeng 2024, 44 (1):  10-13.  DOI: 10.3760/cma.j.cn115259-20230201-00078 Abstract ( 83 )   PDF (804KB) ( 98 )   The ability of medical communication and health education is an important aspect to reflect the competency of military doctors. However, so far, in the aspect of medical communication personnel training, the military universities have not set up relevant courses and lack a special training system. In 2022, based on the implementation of medical science popularization practice in previous years, the National Experimental Teaching Demonstration Center for Basic Medicine at the Air Force Military Medical University opened an elective course in military medical communication. Based on the educational needs of the military, the course implemented teaching concepts such as military characteristics, seminar classrooms, and result oriented approaches. It integrated multiple disciplines such as medicine, communication, art, and psychology, condenses the theory of health science popularization and education, and leverages the intelligent teaching conditions of the center. The results of the post class questionnaire survey showed that all 43 participants in the course believed that the course was helpful in improving their science popularization and communication skills. The implementation of the course had made beneficial explorations in cultivating the medical communication and health education abilities of military medical college students. References | Related Articles | Metrics

Select

Design and evaluation of a breastfeeding course based on health belief model Yu Mengting, Liu Zhongping, Weng Qianying,Ying Yin, Xu Mengyan 2024, 44 (1):  14-18.  DOI: 10.3760/cma.j.cn115259-20230302-00202 Abstract ( 84 )   PDF (852KB) ( 103 )   The health belief model (HBM) suggests that whether an individual will perform healthy behaviors primarily depends on the strength of their beliefs. This study designed breastfeeding course based on HBM and evaluated the education effect.128 students from Hzngzhou Medical College who took this course in 2022 were enrolled. The breastfeeding course was implemented and the education effect was evaluated through a learning feedback survey, breastfeeding knowledge tests, breastfeeding-supportive group action and the breastfeeding promotion intention scale (BPIS). The results showed that 90(73.2%) students were very satisfied with the course and 106(86.2%) students found it very rewarding to attend the course. The students' knowledge score was (78.22±10.13),breastfeeding-supportive group action score was (80.83±11.49) and BPIS score was (63.55±8.51) (total sore is 70). In conclusion, the breastfeeding course based on HBM has been widely recognized by students and has achieved good teaching results in mastery of breastfeeding knowledge and improvement of intention to promote breastfeeding, which is worth further promotion. References | Related Articles | Metrics

Select

Study on the improvement path of teaching ability for medical school faculty with regards to curriculum-based political and virtuous awareness Zhang Nan, Sun Yuxia, He Jinyan, Tian Zheng, Wang Lan 2024, 44 (1):  19-23.  DOI: 10.3760/cma.j.cn115259-20230209-00114 Abstract ( 163 )   PDF (820KB) ( 240 )   Objective To explore the current situation of competency-based teaching ability of medical school faculty with regards to curriculum-based political and virtuous awareness, to analyze the relationship between work engagement and teaching ability, and to explore the role path of organizational commitment and self-esteem. Methods In July 2022,a total of 239 teachers in a medical college were selected as the research participants by convenience sampling method, and their political and virtuous awareness teaching ability, organizational commitment, self-esteem and work engagement were investigated. Mann-Whitney U test, Kruskal-Wallis nonparametric H test and spearman correlation analysis were used to analyze the data; structural equation model was constructed to analyze and verify the interaction path among curriculum political and virtuous awareness teaching ability, organizational commitment, self-esteem and work engagement. Results The score of curriculum political and virtuous awareness teaching ability of teachers in medical colleges was 118.0(23.0). There were statistically significant differences in the scores of curriculum political and virtuous awareness ability in the presence or absence of relevant incentive policies [119.0(20.0)vs.113.0(24.5)], organization support [119.0(20.3)vs.108.0(19.5)], the level of enthusiasm of colleagues to participate in it [121.0(17.0)vs.110.0(15.0)], whether students support political and virtuous awareness teaching [121.0(20.0)vs.111.0(18.0)], all P<0.05. There was a significant positive correlation among work engagement, organizational commitment, self-esteem and teaching ability (r=0.34-0.61, P<0.001). Organizational commitment and self-esteem played a parallel mediating role between work engagement and teaching ability, and the mediating effect values was 0.23 and 0.08, respectively. Conclusions The total score of teaching ability curriculum-based political and virtuous awareness of teachers in medical colleges are above average. Medical schools can enhance the teaching ability of faculty in political and virtuous awareness by increasing incentive policies and organizational support, improving teachers' enthusiasm for participation and students' supportive attitude to the subject. Teachers can improve their organizational commitment and self-esteem by increasing their work involvement in curriculum-based political and virtuous awareness, so as to further promote the improvement of teaching ability in this area. References | Related Articles | Metrics

Select

Application of role exchange combined with reflective teaching in the course of doctor-patient communication for pediatric emergencies Wu Jie, Huo Feng, Liao Kun, Zhao Guangyuan, Wang Aihua, Wang Xiujuan, Wang Quan 2024, 44 (1):  24-27.  DOI: 10.3760/cma.j.cn115259-20230206-00100 Abstract ( 115 )   PDF (797KB) ( 121 )   Role exchange combined with reflection teaching advocates case as the center, taking students as the main body, through the role play to achieve role exchange, so as to improve communication skills. This study explored the application effect of role exchange combined with reflective teaching in pediatric emergency doctor-patient communication courses, selected 22 eight-year program students enrolled in 2015 who were interned in the department of emergency medicine of Beijing Children's Hospital, Capital Medical University from July to December 2022 as research subjects, and expounded the teaching design and implementation process of role exchange combined with reflective teaching in doctor-patient communication for pediatric emergencies. The teaching effect was evaluated by the process evaluation, summative test, and questionnaire survey. The results showed that the students' process evaluation score is (9.2±1.2) points, and the final evaluation score is (8.8±0.5) points. Among 22 students, 21 (95.5%) students were interested in the combination of role exchange and reflective teaching, and 21 (95.5%) students thought that the course was helpful to improve their ability to solve problems and communication skills. Role exchange combined with reflective teaching helps to improve the teaching effect of doctor-patient communication skills in pediatric emergency, which helps to stimulate students' learning motivation and enhance students' communication ability. References | Related Articles | Metrics

Select

Application of TeamSTEPPS combined with debriefing in simulation teaching of anesthesia crisis management Zhu Bingqing, Han Mingming, Wang Song, Kang Fang 2024, 44 (1):  28-32.  DOI: 10.3760/cma.j.cn115259-20230210-00119 Abstract ( 109 )   PDF (823KB) ( 135 )   Objective To evaluate the application of team strategies and tools to enhance performance and patient safety(TeamSTEPPS) combined with debriefing in simulation teaching of anesthesia crisis management. Methods Forty residents in the department of anesthesiology from the First Affiliated Hospital of University of Science and Technology of China were randomly divided into experimental group and control group using a random number table. TeamSTEPPS training combined with debriefing for simulation teaching were adopted for the 20 residents in the experimental group, while regular simulation teaching were adopted for the 20 residents in the control group. The performance of residents of the two groups in anesthesia crisis management was scored after the teaching. Then TeamSTEPPS teamwork perception questionnaire(T-TPQ) and TeamSTEPPS teamwork attitudes questionnaire(T-TAQ) were used to rate their perceptions and attitudes towards teamwork of residents, and a teaching satisfaction survey was conducted. Wilcoxon rank sum test,student t test and Fisher's exact probability method were performed to analysis relevant data. Results In the experimental group, the total scores of the residents in the evaluation of anesthesia crisis management simulation teaching were higher than those of the control group[(80.80±4.79) points vs. (72.65±5.54) points], and the difference was statistically significant(t=-4.98,P＜0.001). The T-TPQ scores and T-TAQ scores of residents in the experimental group [162.00(9.50),138.00(15.00)] were higher than those in the control group [150.00(20.25), 125.50 (19.75)], and the differences were statistically significant(all P＜0.05). In the experimental group, the number of residents who are satisfied with teamwork and interest in learning (19 and 20 persons) were higher than those in control group (13 and 15 persons), and the difference were statistically significant (all P＜0.05). Conclusions TeamSTEPPS combined with debriefing can improve the teamwork and learning interest of residents during simulation teaching and therefore enhance the teaching effect of anesthesia crisis management. References | Related Articles | Metrics

Select

Study of the hardware or software factors that affect the differences in online learning of medical students Liu Cheng, Wu Hongbin 2024, 44 (1):  33-38.  DOI: 10.3760/cma.j.cn115259-20230109-00029 Abstract ( 97 )   PDF (874KB) ( 86 )   Objective To explore the effects of network ″hardware″ factors and the ″software″ ability of using information technology factors that might affect the differences in online learning among medical students from different living areas. Methods In early March 2020, an online questionnaire survey was conducted to investigate the online learning situation of clinical medicine students in medical colleges across the country, and the relevant data was analyzed using STATA 15 software for linear regression.The significance test level for differences was 0.01. Results A total of 99 559 valid questionnaires were received from 90 universities. The score of the dimension of learning behavior participation among medical students [(3.88±0.94) points] was higher than that of emotional participation in learning [(3.57±0.95) points] and cognitive participation in learning [(2.87±0.72) points], all P<0.001. After controlling for factors such as the institution, individual characteristics of students, and past academic performance, medical students residing in urban areas have a better level of online learning participation than those in rural areas (β=0.118, P<0.001); Regression coefficients for differences in online learning participation among medical students from different residential areas after incorporating “hardware” factors into the network environment of their location decreased to -0.038 (P=0.021). Regression coefficient of online learning participation level of medical students residing in urban areas after incorporating the factor of ability of using information technology ″software″ was 0.124 (P<0.001). Regression coefficient for the interaction term between city and student information technology usage level at the level of learning behavior participation was -0.033 (P<0.001). Conclusions The “hardware” factor in the network environment where medical students reside is an important factor affecting the differences in online learning participation levels among medical students from different places of residence, and improving their information technology usage ability is more effective in narrowing the differences of online learning behavior participation levels among medical students from different places of residence. References | Related Articles | Metrics

Select

Visual analysis of research hotspots and trends in the application of information technology in traditional Chinese medicine teaching from 2007 to 2022 Hou Wenguang, Zhang Jingwen, Wang Wenjia, Wu Mengdie, Huang Xinyun, Li Jing 2024, 44 (1):  39-43.  DOI: 10.3760/cma.j.cn115259-20230320-00280 Abstract ( 73 )   PDF (847KB) ( 70 )   Objective The purpose of this study is to visualize the research hotspots and trends in the application of information technology in traditional Chinese medicine (TCM) teaching from 2007 to 2022. This analysis aims to provide valuable insights for the future of traditional Chinese medicine teaching. Methods To conduct this research, we retrieved relevant literature on the utilization of information technology in traditional Chinese medicine teaching from CNKI, Wanfang Data, and VIP Database. The data collection period ranged from January 1, 2007, to December 31, 2022. Visual analysis was performed using CiteSpace. Results A total of 2022 related literatures were included, the number of publications increased from 17 in 2007 to 55 in 2014, from 92 in 2015 to 341 in 2021, the number of publications slightly decreased to 282 in 2022; the top 5 high-frequency keywords in order were teaching reform (212 times),internet+ (201 times), TCM (193 times), online teaching (97 times), and teaching (93 times). The high-frequency words that began to appear after 2015 include virtual simulations related to information technology (73 times), which also serve as clustering words (cluster number 1), with experimental and practical teaching as the main content. Conclusions Research on the application of information technology in TCM teaching is experiencing steady growth. Teaching reform, internet,TCM and online teaching are research hotspots. Virtual simulation and practical training teaching are at the forefront of research. References | Related Articles | Metrics

Select

Investigation and analysis of innovative training program of medical students in Peking University Chen Huizhu, Zhai Zhuoyu, Men Yuqi, Gu Shixian, Shen Ning, Zhao Minwei 2024, 44 (1):  44-47.  DOI: 10.3760/cma.j.cn115259-20230317-00276 Abstract ( 86 )   PDF (802KB) ( 105 )   College students' innovation and entrepreneurship training programs are an important measure for education reform in colleges and universities, and the initiation program has become an important part of the undergraduate education system for medical students. To assess its effectiveness in enhancing the overall competence of clinical medical undergraduates, This study investigated and analyzed 64 eight-year undergraduates in clinical medicine in innovative training programs in Peking University Health Science Center enrolled from 2018 to 2021 by questionnaire. The results showed that the innovative training program contributes to the improvement of students' literature retrieval ability [39(60.9%)], paper writing ability [37(57.8%)], basic scientific research ability [30(46.9%)], clinical research ability [36(56.3%)], and teamwork ability [42(65.6%)]. However, the work performed by students in the program is relatively single, mainly focused on literature review [61(95.3%)]. Therefore, suggestions and considerations for further optimizing the innovation project are proposed: providing detailed program backgrounds and research content, selecting programs and offering scientific research training courses, adjusting the setting of the innovative training program in combination with the fostering proposal, and establishing a “mentor-student bidirectional” evaluation system. References | Related Articles | Metrics

Select

Effectiveness of physicians' teaching ward rounds training at internal medicine residency training base Yao Yao, Liu Ying, Deng Yuxuan, Mu Panwei, Chen Lu, Li Shangrong 2024, 44 (1):  48-52.  DOI: 10.3760/cma.j.cn115259-20230224-00176 Abstract ( 100 )   PDF (819KB) ( 118 )   Objective To analyze the effectiveness of physicians' training in teaching ward rounds at internal medicine residency training base, and inform future improvement in the quality of teaching ward rounds. Methods In June 2020, 38 physicians from the internal medicine residency training base at The Third Affiliated Hospital of Sun Yat-Sen University were selected as study subjects. They received large-group teaching ward rounds training, and their supervisory evaluation scores during different periods were collected. T-test and one-way analysis of variance (ANOVA) methods were used for analysis. Results Through teaching rounds training, from 2020 to 2022, the total scores of supervisory evaluation were (76.84 ± 7.83), (78.89 ± 6.74), and (82.83 ± 5.10), respectively; the scores for ″cultivating residents' teaching ability″ were (3.05±1.00), (3.78±0.67) and (4.08±0.51), respectively; the scoresfor ″guide residents in reviewing medical images and analyzing various reports, encouraging them to present their own insights and diagnostic approaches″ were (3.62±0.64), (3.89±0.61) and (4.17±0.72), respectively; and there were statistical differences (all P<0.05). The scores for″linking clinical cases to theoretical foundations, address challenging issues and introduce new advancements in field of medicine″ were (3.97±0.50), (3.89±0.33), and (3.75±0.75), respectively; the scores for″pose systematical question integrated with case studies to residents, fostering both depth and breadth in problem-solving skills, nurturing their ability to think critically and comprehensively″ were (3.70±0.62), (4.00±0.50), and (3.92±0.67), respectively; and there were no statistical differences (all P>0.05). Conclusions Training for teaching ward rounds can improve the abilities of teaching ward rounds for instructors at internal medicine residency training base to some extent. However, the training effectiveness for specific components of teaching ward rounds varies, requiring the adoption of different targeted training methods. References | Related Articles | Metrics

Select

Qualitative research on the perspective and attitude of general practice specialists and their instructors towards specialist training Zhang Jianxin, Yao Mi, Dong Aimei, Jin Xue, Qi Zhennan, Jing Guanning, Zhou Guopeng, Chi Chunhua 2024, 44 (1):  53-57.  DOI: 10.3760/cma.j.cn115259-20230316-00265 Abstract ( 61 )   PDF (815KB) ( 77 )   Objective To explore the perspective and attitude ofgeneral practice specialists and their instructors towards specialist training and to inform the development of general practice specialist training. Methods The qualitative research method was adopted. In December 2022, semi-structured interviews were conducted among 7 general specialist trainees and 11 instructors of general practice department from Peking University Health Science Center affiliated teaching hospitals. The interview data were analyzed by thematic framework. Results Three themes were extracted: teachers and students agreed that the purpose and significance of general practice specialist training should be further clarified; training program of general practice specialist training should be personalized; multi-disciplinary integration training should be adopted for general practice specialist training. Conclusions At present, teachers and students generally reflect that the goal of general practice specialist training are not clear, which leads to the unsatisfactory deliverance of process and effect. Therefore, it is suggested that general practice specialist trainees and their instructors should develop an individualized training plan based on the needs of workplace and personal career development, and multi-disciplinary integration training can promote the improvement of the quality of the general practice specialist training. References | Related Articles | Metrics

Select

Construction and reflection on the process evaluation system of professional bases for standardized residency training Xie Wenzhao, He Qingnan 2024, 44 (1):  58-62.  DOI: 10.3760/cma.j.cn115259-20230222-00166 Abstract ( 117 )   PDF (819KB) ( 115 )   Objective To construct a process evaluation system of professional bases for standardized residency training (referred to as ″residency training″). Methods From December 2022 to March 2023, anevaluation index system of professional bases for standardized residency training was constructed based on the context-input-process-product evaluation model (CIPP model), drawing on the core competency framework for residents in China, using the Delphi method, and Cronbach's coefficient and content validity index to calculate the reliability and validity of the expert consultation questionnaire. Results Eighteen experts from nine specialties in three hospitals of Central South University were selected for consultation, and the expert authority coefficient was 0.867. The constructed index system included four first-level indexes (content, input, process, and product), seven second-level indexes (training objectives, quality of the student population, training program, teaching level of the supervising physician, competency level of the residents, results of the residency completion assessment, and residents' employment status) and 18 tertiary indicators, and the specific content and scoring method of each indicator were clarified. The Cronbach's coefficient of the second round of expert consultation questionnaire was 0.937, and the content validity index was 0.960. Conclusions The process evaluation system of the professional base of residency training constructed based on the CIPP model is authoritative, and the index system has a good degree of credibility and validity, which realizes the evaluation of the whole process of the training in the professional base of residency training, and the dynamic monitoring of the professional base, promotes the connotation construction of residency training, and helps to guarantee and improve the competence of residents. References | Related Articles | Metrics

Select

The effect of PDCA cycle based reform in improving the quality of rotation examinations of standardized training for residents Shen Liqiong, Luo Luyao, He Li, Chen Jinyu, Zhang Cen, Ye Yanqing, Wang Shiyu, Huang Meng ting 2024, 44 (1):  63-67.  DOI: 10.3760/cma.j.cn115259-20230309-00233 Abstract ( 114 )   PDF (1183KB) ( 83 )   To improve the quality of rotation examinations of standardized training for residents, Zhongnan Hospital of Wuhan University adopted PDCA cycle based reform. This paper analyzed its effect. The compliance rate of rotation examinations, the quality of the proposition, the scores of Annual Business Level Test before and after adopting PDCA cycle based reform were statistically analyzed by t-test, rank sum test or χ2 test. Post and pre- PDCA cycle based reform, the compliance rates of rotation examinations were 90.1% and 64.2%, the difficulty of theoretical exam were [0.69 (0.61, 0.74)] and [0.81 (0.70, 0.89)], the differentiation of theoretical exam were (0.35±0.10) and (0.32±0.09), the differentiation of skill exam were(0.28±0.07) and (0.26±0.06), the differentiation of comprehensive exam were (0.32±0.09)and (0.28±0.08), the scores of Annual Business Level Test were(95.3±12.5) and (89.3±13.3), respectively, and there were statistical differences (all P<0.05). Pre- and post PDCA cycle based reform, the difficulty of skill exam were [0.85 (0.81, 0.95)] and [0.80 (0.66, 0.84)], the difficulty of comprehensive exam were [0.86 (0.79, 0.96)] and [0.81 (0.72, 0.88)], respectively, and there were no statistical differences (all P>0.05). PDCA cycle based reform can effectively improve the quality of rotation examinations, which improves the quality of standardized training for residents. References | Related Articles | Metrics

Select

Bibliometric analysis of the literature on entrustable professional activities on surgical operations teaching Li Muxing, Zhou Chang, Cui Long, Li Fei, Wang Hangyan, Sun Tao, Ma Zhaolai, Yuan Chunhui 2024, 44 (1):  68-72.  DOI: 10.3760/cma.j.cn115259-20230203-00090 Abstract ( 75 )   PDF (890KB) ( 56 )   Objective To investigate the development trend and research distribution of the application of entrustable professional activities (EPAs) on surgical operations teaching. Methods The literature on surgical operations teaching published from January 2005 to December 2022 in Web of Science, Scopus, Pubmed, Chinese National Knowledge Infrastructure, Wanfang Data and CMA Medical Journals was retrieved and further analyzed by their publication journals, countries and institutions of origin, authors, and keywords. The data were subjected to bibliometric analysis using online bibliometric analysis tools and VOSviewer software. Results A total of 56 English articles met the inclusion criteria. The United States had the largest number of publications (n=34). Rebecca M Minter from Wisconsin University was the most productive author (n=7). Journal of Surgical Education was the journal that published the most articles (n=14). Wisconsin University accounted for the plurality among the productive institutions (n=9). Among articles retrieved, highly used keywords included “Competence” (n=10), “Skills” (n=8), “Educations” (n=8) and “Residents” (n=6). Conclusions The research of EPAs on the surgical operations teaching is in a period of rapid development, while the relevant research from China is relatively scarce. It is urgent to integrate new technologies such as Internet plus and artificial intelligence into the teaching and establish an evaluation system of surgical operations teaching based on EPAs with Chinese characteristics to improve the training effect and medical quality. References | Related Articles | Metrics

Select

Exploration and inspiration of the ″physician-scientist″ training mode by the clinical and translational preceptorship in University of Wisconsin, USA Xu Nanfang, Gao Guodong, Yan Ming, Tian Yinglun, Wang Shenglin 2024, 44 (1):  73-77.  DOI: 10.3760/cma.j.cn115259-20230117-00054 Abstract ( 69 )   PDF (859KB) ( 96 )   With the rapid development of life science in the 21st century, the basic knowledge database of life science has expanded rapidly, and both biologists and medical scientists have begun to pay attention to the translational research from foundation into clinical practice. As inter-disciplinary talents, physician-scientists are the link between life science and clinical practice. The United States has been in a leading position in the training of physician-scientist, but its training mode also has drawbacks such as the split of time and space between clinical and scientific training, as well as the lack of supporting translational courses. The University of Wisconsin has been carrying on a five-year experiment of curriculum reform to solve this contradiction. This article introduced the background of the physician-scientist training model, discussed the specific reform design and implementation process of the clinical translational research mentor system in the University of Wisconsin, and its inspiration for the construction of relevant training mode in China. References | Related Articles | Metrics