Chinese Journal of Medical Education

The preliminary construction of clinical evaluation system of medical ethics

Duan Jinning, Cao Xisheng, Lin Jinyin, Han Shuangxue, Li Mei, Gao Sijia, Wei Hong

2018, 38 (2): 161-166. DOI: 10.3760/cma.j.issn.1673-677X.2018.02.001

Abstract ( 44 )

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Objective To establish the evaluation index system of clinical medical ethics. Methods Literature review, the method of fitting at the beginning of the evaluation index, method and expert consultation method through group discussion on the relative importance of each index, and based on the mean score of screening indicators. Based on W Kendall harmony coefficient calculation, it shows that respondents in general assessment model is more consistent, the evaluation results can be used for further screening and construct the evaluation index system of medical ethics. Through expert consultation method to determine the clinical evaluation index system of medical ethics, and to determine the weight of each index and evaluation standards. Results The clinical evaluation system of medical ethics by five indicators, 14 of secondary indicators and 25 of tertiary indicators. Conclusions The structure of established evaluation index system of clinical medical ethics is basically reasonable and more pertinence. It can be further trialed and collecting the data in a certain range of hospital for making the research to facilitate the continuation and improvement of this research.

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Survey and analysis on fundamental education teachers’ self-perception of professional development in Peking University Health Science Center

Sun Xiaofei, Xie Hong, Guo Liping

2018, 38 (2): 167-171. DOI: 10.3760/cma.j.issn.1673-677X.2018.02.002

Abstract ( 48 )

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The professional development of fundamental education teachers is not only concerned with the professional and career development of the fundamental education teachers, but also beneficial to the improvement of teaching staff quality of higher education, humanity education of medical students as well as higher medical education. By adopting research methods of literature review, questionnaire and in-depth interview, this study investigated the fundamental education teachers’ self-perception of their professional development in general, as well as their status quo, needs and problems in their own courses of professional development. In addition, the influence of support, responsibility, learning, practice and innovation on the professional development of fundamental education teachers were analyzed. The study shows that management orientation, teamwork support and individual development should be enhanced to improve fundamental education teachers’ professional development.

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Investigation on entrepreneurial intention, influencing factors of medical students

Zheng Yanan, Yan Li, Gong Xi

2018, 38 (2): 172-176. DOI: 10.3760/cma.j.issn.1673-677X.2018.02.003

Abstract ( 40 )

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Objective To explore the entrepreneurship tendency characteristics and influence factors, and to provide reference for construction and improvement of the entrepreneurship course system in medical universities, setting down the plan for department of recruitment and employment, and students’ management. Methods Totally 543 students in sophomores and junior 2014 level and 2015 level clinical medicine, anesthesiology and preventive medicine majors were selected in Gannan Medical University and assessed with the self-compiled questionnaires of desire to be entrepreneurship and Influencing factors of entrepreneurial intention in June 2016. Results In this sample, the medical students had shown less willingness with entrepreneurial intention. Significant differences were found in entrepreneurial intention scores across gender and grades （P<0.05）. There was no significant difference in entrepreneurial intention scores from different birthplaces （P>0.05）. The level of entrepreneurial intention was positively correlated with economic situation, parental example, risk-taking tendency, professional preferences and independence. Conclusions There are different entrepreneurship intention characteristics in medical students and other subject students, and medical universities should take effective measures to the influencing factors, so the effectiveness of entrepreneurship education will improve.

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Research on using behavior change plan to improve medical student unhealthy life behavior

Chen Kai, Li Ruifeng, Ren Juan, Chen Huagui, Tang Danting

2018, 38 (2): 177-182. DOI: 10.3760/cma.j.issn.1673-677X.2018.02.004

Abstract ( 18 )

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Objective To investigate the behavior change plan (BCP) in changing the adverse health behavior in medical student. Methods 332 undergraduate students of 2015 and 2016 grade participated in a BCP. Participants were required to set a goal, tracked progress, and self-assessed success. Results 90.4%(300/332) undergraduate students selected exercise, sleep or study/work habits as their behavior change target. 57.2%(190/332) undergraduate students achieved their goal, 73.5%(244/332) undergraduate students indicated they would use the process again. Medical students show positive attitude to BCP, the study pressure and high expectation value are the main causes of the failure of the BCP. Conclusions BCP could improve medical student unhealthy life behavior.

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Practice and reflection on the reform of medical curriculum integration in the new situation

Zhu Hanyi, Xie Xiaoyan, Zeng Zhirong, Wen Mingang, Chen Shiliang, Chen Xinyun

2018, 38 (2): 183-186. DOI: 10.3760/cma.j.issn.1673-677X.2018.02.005

Abstract ( 34 )

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With the change of modern medical education models, the reform of medical curriculum system is the trend of teaching reform in colleges and universities. Its purpose is to cultivate applied medical and technical talents to meet the needs of society. This paper analyzes the present situation of the development of medical curriculum at home and abroad, and introduces the basic situation of medical curriculum integration reform in Southern Medical University, and discusses the motivations, program design, concrete implementation and experience reflection of medical curriculum integration reform and other related content. The reform of domestic medical curriculum should improve the effect of curriculum integration by changing the concept of education and teaching, creating a new interdisciplinary teaching team, improving the teaching evaluation and assessment mechanism.

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Analysis of the attitude of Peking University Health Science Center students and professors towards the clinicians’ participation in basic medical education

Yang Yuping, Gong Yining, Ao Yingfang, Cui Guoqing

2018, 38 (2): 187-191. DOI: 10.3760/cma.j.issn.1673-677X.2018.02.006

Abstract ( 36 )

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Objective To investigate and analyze the attitude of Peking University Health Science Center students and professors towards clinicians’ participation in basic medical education (integrated teaching) and furthermore, to provide guiding advices on competence-based medical teaching reform. Methods A total of 370 respondents were selected from the basic or clinical medical professors (professor group) and basic or clinical medical students in year 2012, 2013 and 2014 (student group) of Peking University Health Science Center to complete the questionnaires. Results In the professor group, 38.6% (68/176) professors had participated in the integrated teaching, and 82.6% (147/178) students in the student group had participated in it. For the professors and students attended integrated teaching, 86.8% (59/68) professors and 76.2% (112/147) students rated the integrated teaching excellent or good. Integrated teaching had a positive impact on enhancing professors’ understanding of basic medical knowledge and helped them achieving better teaching results. In addition, it better prepared students for future clinical studies and helped them acquiring more medical humanities knowledge. 16 of 20 clinicians who had attended integrated teaching stated that their departments would participate in it. Pathophysiology,anatomy and pharmacology were the three most suitable basic medical courses for clinicians to participate in teaching and problem-based learning (PBL) would be the most appropriate teaching. Conclusions Integrated teaching’s positive impact on learning is widely recognized by professors and students. Clinicians would be eager to participate if appropriate methods and courses are designed.

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Exploration and practice of the postgraduate course for geriatrics in Peking Union Medical College

Wu Jin, Liu Xiaohong, Kang Lin, Wang Qiumei, Zhu Minglei

2018, 38 (2): 193-196. DOI: 10.3760/cma.j.issn.1673-677X.2018.02.007

Abstract ( 28 )

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Geriatrics in China is still in the initial stage. The modern concept of geriatrics needs to be popular. Department of geriatrics of Peking Union Medical College started up the postgraduate elective courses of geriatrics since 2013, held once a year. This paper summarizes and discusses the curriculum setting, teaching methods, feedback message and existing problems of postgraduate courses for geriatrics in the past 4 years, in order to provide the experience for the development of geriatric education in postgraduate.

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Status quo and thinking of evidence-based nursing education in undergraduate nursing students

Li Caixia, Xing Weijie, Li Zheng, Ge Xiangyu, Hu Min, Zheng Wenyan, Lu Huijuan

2018, 38 (2): 197-202. DOI: 10.3760/cma.j.issn.1673-677X.2018.02.008

Abstract ( 36 )

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Evidence-based nursing is an essential method to make nursing activities more scientific and professional. However, the cultivating of evidence-based nursing ability in undergraduate nursing students is relatively backward. Thus, teaching objectives, teaching contents, teaching organization, teaching evaluation and effectiveness of evidence-based nursing were discussed in this article. Based on these results, challenges of evidence-based nursing in undergraduate student in China were analyzed and suggestions were also proposed, hoping to provide some references for the development of evidence-based nursing in undergraduate students in China.

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An investigation on English for specific purposes curriculum status and influencing factors related to students’ learning gains

Chen Xiaorui, Li Li, Wang Ying, Wang Tao

2018, 38 (2): 203-205. DOI: 10.3760/cma.j.issn.1673-677X.2018.02.009

Abstract ( 40 )

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Objective To investigate the current English for specific purposes(ESP) curriculum status of a higher medical university and analyze the factors which influence ESP students’ learning gains. Methods Questionnaire survey was conducted for 248 ESP students. Collected data were analyzed by SPSS 16.0 statistical software. Frequency, single factor ANOVA and multivariate linear Regression were used sequentially in view of the three research questions in order to find out the relationships between various influencing factors. Results ESP students of medical and its related majors accounted for 73.8%, non-medical students accounted for 26.2%; students whose CET4 achievement is above 550 tend to have a strong learning motivation and greater learning gains; two variables (learning motivation and ESP teachers’ medical professional level) have good effect to predict ESP learning gains. Conclusions Focus on ESP development of the non-major disciplines. Besides, enhance the students’ learning motivation and attach great importance to ESP teachers’ professional development to promote students’ learning gains.;

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Research on critical thinking status of first-year postgraduate students in clinical medicine in Fudan University

Zheng Xueying, Deng Wei

2018, 38 (2): 206-211. DOI: 10.3760/cma.j.issn.1673-677X.2018.02.010

Abstract ( 45 )

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Objective To understand the current situation and characteristics of critical thinking of first-year postgraduate students in clinical medicine of Fudan University, to guide the curriculum design and teaching model reform better. Methods All the first-year clinical postgraduate students in our school were investigated by Chinese version of critical thinking disposition inventory (CTDI-CV). Total of 372 valid questionnaires were collected. Results The result showed that the average scores for CTDI-CV was 298.25±30.52. It was positive critical thinking disposition. The seven components showed positive critical thinking disposition also. But the score in truth seeking, systematization ability, critical thinking self-confidence were low. There was no different of total score between male and female students (t=1.57, P>0.05). Conclusions The results indicate that the critical thinking ability of postgraduate students of clinical medicine is still to be enhanced. The critical thinking characteristics of different type of students are different. Their self-capability and open-mind consciousness is also different. It is very important to change the concept of teacher and to construct the self-direct learning model with student-centered in order to develop critical thinking in clinical medicine postgraduate.

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A review and meta-analysis about factors related to humanistic care among nursing undergraduates

Ding Wenwen, Sheng Nan, Ma Jiali, Zhang Ying

2018, 38 (2): 212-217. DOI: 10.3760/cma.j.issn.1673-677X.2018.02.011

Abstract ( 57 )

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Objective To evaluate the factors related to humanistic care of nursing undergraduates by systematic review and meta analysis. Methods Many kinds of databases were searched according to the same criteria up to June, 2017. A total of 11 articles were retrieved through comprehensive searching. The data were analyzed by CMA 3.0 software. Results Professional attitude, practice and experience of humanistic care were significantly related to humanistic care among nursing undergraduate. The effect of demographic characteristics was not significant. Conclusions Humanistic care of undergraduate nursing students is affected by many factors. There is a small amount of original studies and the variables of each research are not completely consistent. Further more high-quality studies still need to be conducted.

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The relationship of achievement motivation and professional identity of medical undergraduate

Li Wen, Lu Wenli, Ding Lanjun, Liang Xuan, Wang Yuan

2018, 38 (2): 218-221. DOI: 10.3760/cma.j.issn.1673-677X.2018.02.012

Abstract ( 40 )

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Objective The professional identity of medical undergraduate and the relationship of achievement motivation and professional identity were investigated. Methods Eight hundred and seventy-eight undergraduates were recruited in this study. Surveys by the Chinese version of the occupational recognition scale and the achievement motivation scale were conducted. Results The data showed that achievement motivation of medical undergraduate could affect professional identity. There was positive relationship of the achievement motivation score with the scores of professional cognize, professional capacity, professional emotion, professional expectation, professional value and professional commitment. The students who in high score of achievement motivation group got higher score in professional capacity, professional emotion and professional expectation. Conclusions The process of establish professional identity of medical undergraduate will be affected by the achievement motivation, teachers should pay more attention to the process of establishing achievement motivation in teaching of medical undergraduate.

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A study of the characteristics of learning burnout of clinical medical students in clinical noviciate of general surgery

Liao Rui, Du Chengyou, Li Ming

2018, 38 (2): 222-224. DOI: 10.3760/cma.j.issn.1673-677X.2018.02.013

Abstract ( 26 )

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Objective To investigate the learning burnout and related influencing factors of clinical medical students in clinical noviciate of surgery. Methods A total of 323 medical students in clinical noviciate of general surgery of the first affiliated hospital of Chongqing Medical University were selected as the research subjects. A questionnaire survey was conducted using general situation questionnaire and college students’ learning burnout inventory. Results The total score of learning burnout inventory of medical students was (15.52±0.29), which was at a medium level. The academic system, academic achievements, favorite school in the college entrance examination, and the school affection have a close relationship with the learning burnout dimensions. Conclusions During clinical noviciate of general surgery, many factors could influence learning burnout of clinical medical students. It needs to take effective measures to reduce their study burnout according to the teaching features of clinical noviciate in general surgery and different demographic characteristics of the students.

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A review of the flipped classroom empirical study on the domestic medical field based on an bibliographical analysis

Wang Tianlan, Shi Guofeng, Su Fenju, Zhang Lujiao, Jin Changde, Zhang Chunmei

2018, 38 (2): 225-231. DOI: 10.3760/cma.j.issn.1673-677X.2018.02.014

Abstract ( 28 )

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Objective To understand the domestic flipped classroom empirical study current state of the application in the medical field, finding out the current problem in the application of the flipped classroom in medical teaching, providing evidence-based basis for teaching and scientific research in the future. Methods The Chinese database of CNKI, WanFang Data and VIP is retrieved from January 2012 to May 2017, extracting the external and internal information of literature using bibliographical analysis for statistical analysis. Results 198 literature were distributed in 88 journals, fewer core journals, 58.8% of the studies are funded by different levels of scientific research funds, the number of literature has been rapidly increasing. The research focuses on undergraduate and vocational colleges, nursing, basic medicine and clinical medical teaching. It is supported by QQ Communication group, WeChat platform,professional website, etc. Theoretical examination, teaching evaluation, skill examination and learning satisfaction are the main evaluation indexes. Conclusions The flipped classroom can effectively improve medical students’ autonomous learning ability, skill ability, solid theoretical basis, improve the quality of teaching. It has become the hot topics in the study of medicine teaching in our country. But the breadth, depth, quality needs to be improved, the research design should be rigorous,the curriculum should be clear, and the technical support should be improved. The evaluation index should be based on comprehensive quality.

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The application of peer-assisted learning in medical education

Wen Hua, Ma Jing, Zhu Yaxin, Qu Bo

2018, 38 (2): 232-236. DOI: 10.3760/cma.j.issn.1673-677X.2018.02.015

Abstract ( 87 )

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Peer-assisted learning (PAL) is helpful to cultivate students’ Self-directed learning ability and teaching ability, improve their academic performance, improve communication skills and effective control of teaching cost, and it is widely used in medical education teaching field. This paper introduces the definition, characteristics, model design, and application of PAL, and also analyzes the advantages and disadvantages of a PAL, and prospects its application prospects in order to provide a reference for PAL teaching in higher medical colleges and universities in China.

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Application of combined teaching method in the teaching reform of epidemiology for clinical medical students

Zhang Lijuan, Gu Yijun, Zhang Jie, Li Jue

2018, 38 (2): 237-241. DOI: 10.3760/cma.j.issn.1673-677X.2018.02.016

Abstract ( 41 )

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This paper is to explore the combining theory and practice on training outstanding doctors, further to investigate the student-centered, ability-oriented and innovation ability teaching philosophy. During the course of teaching, problem-based learning (PBL) combined with theory teaching, case-based learning (CBL) combined with experimental teaching, epidemiological practice teaching combined with scientific research were applied. All these enable clinical medical students to master the basic concepts, basic principle and the method of epidemiology. The reformed curriculum made: the excellent rate of PBL learning reach76.8% (25/33); pass rate of final assessment for students raise from 87.9% (29/33) to 97.0% (32/33), final excellent rate reach about 30.3%(10/30). All these contribute to set up a solid foundation of using theoretical epidemiology for students’ future clinical and research work. Meanwhile, Epidemiology teaching in Tongji University won the excellent course of Shanghai, a group number of outstanding young teachers has been well trained.

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Practice and effect analysis of case-based learning for ophthalmology teaching in eight-year program medical students

Ao Mingxin, Wang Wei, Li Xuemin, Feng Xuefeng, Qi Hong, Qiu Weiqiang, Hou Zhiqiang, Meng Lu

2018, 38 (2): 242-245. DOI: 10.3760/cma.j.issn.1673-677X.2018.02.017

Abstract ( 32 )

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Objective To investigate the efficiency and existing problems of case-based learning approach for ophthalmology course in eight-year program medical students. Methods Case-based learning was used in 46 students of grade 2012 who studied ophthalmology course in Peking University Third Hospital in 2016. Later a questionnaire with 5-score questions was applied to evaluate the efficiency of case-based learning and to detect the existing problems. Results Forty-six students responded to the investigation, with a response rate of 100.0%. The general effectiveness and facilitation in clinical thoughts training was affirmed, with scores of (4.2±0.8), (4.1±0.9), (4.3±0.8), (4.2±0.9) and (4.0±1.1) in the items of overall satisfaction, acquisition of theoretical knowledge, ability to extract case information, ability to analyze clinical problems and diagnosis of typical cases, respectively. However, the activity of students and self-learning ability training was not satisfying, with scores of (3.9±1.1), (3.7±1.0), (3.6±1.0), (3.3±1.2) and (3.7±1.2) in the items of motivation in presentation, participation in class discussion, active study, ability in literature search and team learning efficiency, respectively. Conclusions Case-based learning was of practical value in clinical thoughts training in the ophthalmology course. Instructors should pay more attention to motivation of learning initiatives in students and the training of self-learning ability.

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A comparative study of the effect of several teaching methods in ocular anatomy

Liu Ziyuan, Wang Wei, Qiu Weiqiang

2018, 38 (2): 246-248. DOI: 10.3760/cma.j.issn.1673-677X.2018.02.018

Abstract ( 25 )

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Objective To investigate the effect of several common teaching methods in ocular anatomy course. Methods Forty-six clinical medicine students from 8-year program were enrolled and divided into three groups, 3D group, problem-based learning group and traditional model group. All three groups went through theory course and experiment practice with different teaching methods. A test of memory of ocular anatomy, a written examination and a questionnaire were conducted to evaluate each method. Results The model group had a better memory of ocular structure; the questionnaire showed that students considered PBL had the least help for their study; and PBL group had the most mistakes in written examinations. Conclusions No teaching method showed better effect than traditional model demonstration in ocular anatomy course. They had specific problems when applied in ophthalmology and may have better results with modifications.

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The application and effect of simplified standardized patients and PBL teaching model in oral and maxillofacial surgery teaching

Hu Lulu, Gong Zhongcheng, Yin Xiaopeng, Wang Bing, Fang Chang, Chen Qingli, Parekejiang Partaer, Lin Zhaoquan, Liu Hui

2018, 38 (2): 249-252. DOI: 10.3760/cma.j.issn.1673-677X.2018.02.019

Abstract ( 16 )

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Objective To explore the effect and feasibility of SSP (Simplified standardized patients, SSP) combined with PBL (problem based learning, PBL) in oral and maxillofacial surgery teaching course. Methods A total of 60 clinical trainees were randomly divided into A and B groups: group A was treated with SSP and PBL, and group B was treated by traditional teaching method. There were three ways to evaluate the teaching effect including the questionnaire, the tests of basic theory and clinic ability. Results There was no significant difference in the average score of written test between the two groups (t=0.744, P>0.05). Compared with the control group, the difference of history talking, doctor-patient communication, diagnosis and treatment ability between the two groups was statistically significant (all P<0.05). Survey results show that PBL combined with SSP simulation teaching method is superior to the traditional teaching model in many aspects. For example,the degree of interest in the class, the degree of classroom activity and the medical confidence of the medical students in the future. Conclusions The application of SSP combined with PBL teaching model in maxillofacial surgery teaching can improve the clinical diagnosis and treatment level, improve the teaching quality of maxillofacial surgery course, enhance the medical students’ medical confidence and alleviate the contradiction of teaching resources.

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Exploration and application of a series of nursing workshops in fundamental nursing course for undergraduate students

Qian Chunrong, Yang Yanni, Cheng Hongying

2018, 38 (2): 253-256. DOI: 10.3760/cma.j.issn.1673-677X.2018.02.020

Abstract ( 18 )

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Objective To apply and evaluate a series of nursing workshops in fundamental nursing course for undergraduate students. Methods Selected 87 undergraduates of nursing profession as the research sample in Army Medical University. Grade 2012 nursing undergraduates (n=38), as experimental group, performed the reformed teaching plan with six nursing workshops. Grade 2010 nursing undergraduates (n=49), as control group, performed the pre-reformed teaching plan and method. Results After the implementation of the teaching plan, the final scores (86.0±5.15) and the excellent and good rates (49.5%) of the experimental group students were higher than those of the control group, but no significant differences (P>0.05). The satisfaction score with the teaching method in the experimental group was higher than that of the control group, and the difference was statistically significant (P<0.05). Conclusions The teaching reform of a series of nursing workshops in fundamental nursing course received the high satisfaction feedback from undergraduates. Through this experimental project, we believed that the workshops teaching may be popularized and applied in fundamental nursing course.

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The exploration of 3D printing technology applied in orthopedic clinical teaching

Lu Bing, Xian Aiming, Wang Yue

2018, 38 (2): 257-260. DOI: 10.3760/cma.j.issn.1673-677X.2018.02.021

Abstract ( 30 )

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Objective To observe the effects of applying 3D printing technology in orthopedic clinical teaching and evaluate the feasibility and efficiency of the technology. Methods According to the imaging data of patients, the 3D printing technology was used to provide an intuitive teaching model for clinical teaching in department of orthopedics. The 60 trainees were selected from 2015 Department of Orthopedics of Sichuan Provincial People’s Hospital, including 48 men and 12 women, who were randomly divided into 3D teaching group and traditional teaching group, each group has 30 trainees. 3D teaching group adopts model teaching, and traditional teaching group adopts traditional teaching method. Results The skeleton model made by 3D printing technology helps trainees to understand and master the imaging and the classific characteristics of fracture. It also helps them to have a basic understanding of surgical plans and skills in a short time. Conclusions The 3D printing technology is better than the traditional teaching model because it is intuitive and vivid. As a result, it has a good prospect and is worthy of application and promotion in the teaching of clinical department of orthopedics.

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The application of SimMom human analogue in obstetrics clinical practice teaching

Xing Changying, Li Ping, Ai Zhihong, Tao Minfang

2018, 38 (2): 261-264. DOI: 10.3760/cma.j.issn.1673-677X.2018.02.022

Abstract ( 26 )

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Objective To explore the role of SimMom simulation education in the hospital teaching of five-year medical students of obstetrics. Methods A total of 82 students were divided into two groups randomlythe control group including 40 students was trained traditional clinical skilland SimMom teaching group was trained by simulation with 42 cases given the same content of clinical skills training. After the training finishedthe clinical skills training effect of the two groups was evaluated by teaching questionnaire and objective structured clinical examination. Results SimMom teaching group had more feedback in analysis and problem-solving abilityobstetric learning contentclinical thinking and operation abilityteam cooperation ability. The result was superior to the traditional teaching group. The scores of SimMom teaching group in prenatal examinationobstetric skills and obstetric surgical procedures are obviously higher than that of traditional teaching group. Conclusions SimMom simulated teaching method can stimulate the medical students’ learning interestand it is helpful for clinical skill training in obstetrics. Thereforeit is a useful supplement to clinical practice teaching in obstetrics.

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Study of 3 minutes plus task teaching method in clinical training for interns at cardiovascular department

Huang Ya, Hu Shunying, Guo Hongyang, Xue Qiao, Lu Caiyi, Dong Wei, Chen Yundai

2018, 38 (2): 265-268. DOI: 10.3760/cma.j.issn.1673-677X.2018.02.023

Abstract ( 18 )

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Objective To improve the effect of clinical training for interns at cardiovascular department, the method of 3 minutes plus task was established to teach interns and was evaluated, in the light of one minute preceptor clinical teaching method. Methods Undergraduate students majored in clinical medicine who were in their practice stage of the fifth year were enrolled in when they were trained in cardiovascular department from March 2016 to April 2017. 56 interns were assigned randomly into control group and experimental group. Control group were given traditional clinical training only while experimental group were given additional 3 minutes plus task teaching. Evaluations of the two groups were firstly done by means of paper examination of theory and knowledge, operation assessment and composite examination. Then questionnaire were given to interns for their level of satisfaction about the clinical teaching. Questionnaire were also sent to doctors without teaching task, nurses and patients related for their assessment about overall performance of interns. Results Compared to control group, the experimental group achieved better scores in all aspect of evaluation and questionnaires. Conclusions Three minutes plus tasks is an easy and effective clinical teaching method and deserves dissemination and further investigation.

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Application of multidisciplinary collaboration teaching in epilepsy clinical teaching

Chen Jia, Wang Yuping

2018, 38 (2): 269-271. DOI: 10.3760/cma.j.issn.1673-677X.2018.02.024

Abstract ( 25 )

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Objective To explore the effect of multidisciplinary collaborative teaching model in clinical teaching of epilepsy compared with conventional teaching mode. Methods 30 students who studied at the Epilepsy Center of Xuanwu Hospital in 2016 as research subjects. Of these 15 students from autumn 2016 semester were the experimental groupand 15 students from Spring 2016 Semester were the control group. The control group underwent the conventional teachingwhile the experimental group received the multidisciplinary cooperative teaching. The period of teaching in both groups lasted for 3 months. The effects of different teaching modes were evaluated in the form of examination and questionnaire. Results The test scores of the experimental group were better than those in the control groupand the difference was statistically significant (t=2.08, P<0.05). The results of the questionnaire showed that the students in the experimental group were more satisfied with the multidisciplinary collaborative teaching model. Conclusions It is helpful to improve students’ clinical diagnosis and treatment ability and to train high-level medical professionals by introducing multidisciplinary collaborative teaching into epilepsy teaching.

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CBL combined with PBL teaching method in practice lessons of laboratory diagnostics

Wang Xuejing, Zhao Xu, Lyu Wenjuan, Wang Shan, Qu Chenxue, Lu Binghuai, Li Dong, Gong Ke, Wang Shuhua, Zhu Fengxia, Xu Xianfa

2018, 38 (2): 272-276. DOI: 10.3760/cma.j.issn.1673-677X.2018.02.025

Abstract ( 39 )

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Objective To help medical students better understanding the clinical significance and the mutual relationship of laboratory tests,and to improve their ability on analysis and application of laboratory tests. Methods 38 foreigner medical students who started their clinical course in Civil Aviation General Hospital in 2012, 2013 and 2014 were chosen to try CBL-PBL teaching method. Self-designed evaluation sheet was used to collect the feedback from students and teachers. Results All students presented a welcome attitude on CBL combined with PBL teaching method, they liked to share what they have learned. Selection of case,refinement of problem,design of class, professional quality of teacher and the preparation situation of student all had influence on the teaching efficiency. Appraising through case-analyzing tests, it showed that students could understand and utilize the laboratory tests well which they studied in the class. Conclusions CBL combined with PBL teaching method can help student better understanding the utilizing laboratory tests.

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Construction and application of the information management system for quality control in the residency standardized training

Sun Xiaoliang, Kang Baoli, Meng Wei, Zhu Yaqin, Luo Xi, Xu Zengguang, Chen Yihan, Chen Chi

2018, 38 (2): 277-285. DOI: 10.3760/cma.j.issn.1673-677X.2018.02.026

Abstract ( 52 )

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Objective Implement the construction of the information management system for quality control in the residency standardized training, and discuss the application effect of the system, in order to improve the quality of the training. Methods Search for the factors affecting the quality of the residency standardized training by the Fishbone Diagram and the Stakeholder Analysis, and according to the factors construct the information management system which not only contains eight management function modules, but also is connected with other hospital information systems. To understand the application effect of the system, 100 residents, 30 teaching secretaries and 7 managerial staff of the training were asked to finish a questionnaire survey a year later. Results The user questionnaires show that 94.2% (129/137) of the survey respondents holds the necessity of the construction of the system, and the overall satisfaction reaches 89.8% (123/137), and the system operation suitability is 97.1% (133/137). The working loads in the four basic management tasks are significantly decreased, and the promptness rate of the teaching evaluation increases from 30.0% (54/180) to 100% (180/180), and the contact ratio of the comments reduces from 45.6% (82/180) to 0% (0/180). The flexible way of login, cost savings, efficiency improvement, clear process are considered as the main advantages of the system. Conclusions The information management system plays a positive role in controlling and promoting the quality of the residency standardized training.

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Present model situation of doctors’ continuing education in the western counties of Yunnan Province and some suggestions

Shi Nan

2018, 38 (2): 286-290. DOI: 10.3760/cma.j.issn.1673-677X.2018.02.027

Abstract ( 8 )

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Objective To investigate the present continuing education model of doctors in the western counties of Yunnan Province and put forward some suggestions. Methods Questionnaires and individual interviews were conducted to doctors and local hospitals’ persons in charge as well, one year intervention in Midu County for comparison. Results The contradictions between supplies and demands were mainly showed that: inappropriate schedule, divorcing from clinical practice and lack of latest topics. The intervention comparison had a statistical significance. Conclusions Present continuing education model in the western counties of Yunnan Province requires a reform. It’s worth trying to use online authoritative resources for self-directed learning and also emphasize the effectiveness evaluation. We should meet both standardized and individual needs and pay attention to strengthening the competencies of doctors at the same time.

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Analysis of the satisfaction survey of the doctors in the job-transfer-to-pediatrics’ training

Li Xia, Wang Aihua, Jiao Liping

2018, 38 (2): 291-294. DOI: 10.3760/cma.j.issn.1673-677X.2018.02.028

Abstract ( 18 )

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Objective To understand the satisfaction of the first group of doctors in the job-transfer-to-pediatrics’ training, discuss the problems existing in the training, summarize the experience and deficiencies, and provide scientific and reasonable basis for the training work in the future. Methods Nineteen participants of the transfer-training program of Beijing pediatrician was investigated on the questionnaire survey, including training object personal basic situation, the satisfaction evaluation of training content, training methods, etc. At the same time, eight participants were randomly selected for the interview. Results The scores of satisfaction over the overall arrangements for the training, overall arrangements for the theory, the overall arrangements for clinical practice, various forms of learning activities, teachers’ overall level, the training management work are higher. Some reasonable suggestions are put forward about the selection of theoretical teaching materials, the setting of the contents of the doctor’s workstation, the addition of the rotation major, and the teaching attitude of the clinical teachers. Conclusions The programs of the job-transfer-to-pediatrics’ training is feasible and operable; However, individualized measures should be taken to improve the quality of training for participants.

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Exploration on ICU rotation training before the promoting of supervisor nurse

Li Baohua, Ma Xincui

2018, 38 (2): 295-298. DOI: 10.3760/cma.j.issn.1673-677X.2018.02.029

Abstract ( 21 )

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Objective To explore the experience and effectiveness of ICU rotation training before the promoting of supervisor nurse. Methods By using the cluster sampling method, 22 rotary nurses were selected as the experimental group, then 22 others of being about to promotion supervisor were selected as the control group, nursing ability of critical patient of two groups was evaluated and compared using quality evaluation criteria for critical patients. A panel discussion was conducted among 8 relevant head nurses and an interview was conducted among 7 rotary nurses. Results The evaluation score (92.8±4.70) of the experimental group was significantly higher than the score (89.7±5.05) of the control group (t=2.82, P<0.05). The interview were as follows: The nursing thinking of critical patients was established; The comprehensive nursing ability of critical patients were highlighted. Conclusions It is effective to use ICU rotation training in the promotion of supervisor nurse, and it can improve the nursing quality.

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Evaluation and thinking of test scores and examination paper for comprehensive clinic fundamentals in eight-year program medical students

Wang Wei, Li Haichao, Yu Qizhi, Wang Ying

2018, 38 (2): 299-303. DOI: 10.3760/cma.j.issn.1673-677X.2018.02.030

Abstract ( 30 )

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Objective To evaluate the test scores and examination paper of comprehensive clinic fundamentals examination for grade 2012-2014 of eight-year program medical students in Peking University First Hospital,and to provide more scientific and reasonable exams and course construction. Methods SPSS and Excel software were used to deal with test scores and analyze test difficulty and discrimination. Results 3 exam grade medical students average score was between 48.9~54.0 (full score of 75 points),the average pass rate was 88.7%. The test scores showed a normal distribution. The overall difficulty was reasonable,and distribution was acceptable,but they were sort of unbalanced by parts of contents. Conclusions The overall situation of the test paper met the requirements of examination,the teaching effect was satisfactory. More attention should be paid to the basic concepts and principles in teaching and comprehension testing in examination paper design.

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Comparison between process assessment and outcome assessment in clinical medical education

Qi Xin

2018, 38 (2): 304-307. DOI: 10.3760/cma.j.issn.1673-677X.2018.02.031

Abstract ( 43 )

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Clinical medical education assessment can be divided into process assessment and outcome assessment. By comparing the similarities and differences between the two assessment methods, the applicable scope advantages and shortcomings of two methods in clinical medical education were expounded, and their dialectical relationship was explored. At different stages of clinical medical education, process assessment and outcome assessment have different advantages. By discussing the application weight of two methods in different stages, the development of clinical medical education was promoted step by step.

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The application of the formative assessment in orthopedic clinical teaching for undergraduates

Li Jingfeng, Wang Xin, Cai Lin

2018, 38 (2): 308-310. DOI: 10.3760/cma.j.issn.1673-677X.2018.02.032

Abstract ( 22 )

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Objective To discuss the application and effect of formative assessment in orthopedic undergraduate clinical teaching for undergraduates. Methods To choose 80 clinical medicine undergraduates in grade 2012 of Wuhan University as the research objectwhich were randomly divided into experimental group and control groupwith 40 undergraduates in each group. In orthopedic undergraduate teaching, experimental group was used by the formative assessment, and control group was used by traditional summative evaluation. After teaching finished the result and effect of teaching evaluation were evaluated by the examination and questionnaire survey. Results The examination scores in the experimental group were significantly higher than those of the control group, which had significant statistical difference (P<0.05). The questionnaire results showed that the scores in the experimental group were significantly higher than those of the control group and the satisfaction of students in the experimental group was also significantly better than that in the control group, there were significant statistical difference (all P<0.05). Conclusions Formative assessment used in orthopedic undergraduate teaching could improve students’ scores and improve the quality of teaching.

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The standards and methods of American cross-cultural medical education and its enlightenment

Jiang Yu, Guo Zhaoqing, Qi Qiang, Li Weishi, Zeng Yan, Sun Chuiguo, Tian Hua, Chen Zhongqiang

2018, 38 (2): 311-315. DOI: 10.3760/cma.j.issn.1673-677X.2018.02.033

Abstract ( 64 )

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The different cultural background of patients affects the cognition of patients to the disease and health seeking behavior, which results in the conflicts between doctors and patients and health inequality. America is a multi-ethnic immigration country. With the above background, cross-cultural medical education has been developing. A series of standards has been issued, which interacts actively with the teaching practice in the medical college. Besides the education mode of “conceptual approach” and “patient-centered approach” have been explored to train medical students with cultural competence. Also online course has been applied as a new way. China is also a multi-ethnic country. Based on the experiences of American cross-cultural medical education and the national conditions, in the course of medical teaching reform, the standards should be set and cross-cultural curriculum should be offered. What’s more,cross-culture education method with Chinese characteristics should be explored to improve the cultural competence of medical students in China.

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Characteristics of the continuing medical education system in India and its reference to China

Tong Chi, Shi Hailong, Sumeet Anthwal

2018, 38 (2): 316-320. DOI: 10.3760/cma.j.issn.1673-677X.2018.02.034

Abstract ( 32 )

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This paper introduces the background of India from two aspects of health care and medical education, and summarized the characteristics of continuing medical education system in India: (1)approval from the Indian medical council for continuing medical education activities and the organizer. (2)Implementation continues education program. (3)the introduction of overseas talent power continuing medical education. (4)the central government financial support. (5)the doctor registration system associated with continuing medical education. Through the study of continuing medical education system in India, induced characteristics is conducive to enhancing understanding of India and filling the blank of the related studies. Combined with China’s national conditions, drawn reasonable lessons from the beneficial experience of India, this research could enlighten the future development of continuing medical education in our country.

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