Chinese Journal of Medical Education

Exploration on the improvement of expert evaluation model for clinical teaching quality of clinical medical undergraduates

He Xuan, Liu Qiang, Gu Shixian

2025, 45 (8): 561-566. DOI: 10.3760/cma.j.cn115259-20250107-00014

Abstract ( 38 )

PDF (1395KB) ( 25 )

Teaching quality assurance of university-affiliated hospitals is a key issue in the study of higher education, in which the quality of course teaching directly determines the quality of personnel training, and is an important means of improving teaching quality. At present, most of the medical schools in China still rely on the traditional mode of course evaluation, and there are problems such as unsound course evaluation system and unsatisfactory effect of course evaluation. This study takes as an example Peking University Third Hospital, based on an in-depth analysis of the traditional curriculum evaluation model, the six sigma management method is introduced to systematically improve the expert evaluation model. The design and implementation are carried out from the aspects of perfecting rules and regulations, formulating evaluation indexes, constructing expert online evaluation model and forming closed-loop feedback mechanism. A comprehensive evaluation of the online expert assessment model's efficacy was conducted, incorporating longitudinal analysis of expert evaluation metrics and thematic analysis of focus group interviews. The results show that the number of assessments under the expert online assessment model (414 per year from 2022 to 2023) was 16.8 times that of the traditional assessment model (24.7 per year from 2019 to 2021). The hours of expert assessment increased from 50 hours in 2019 to 1 170 hours in 2023, an increase of 22.4 times; the average score of expert online evaluation was 93.24±0.88, which was not significantly different from that of traditional evaluation mode (93.83±1.15) (P=0.653). The expert online evaluation model based on six sigma management method has been recognized by teachers, departments and medical students. The expert online evaluation model based on six sigma management method is helpful to improve the efficiency of expert evaluation, ensure the stability of evaluation results, and provide a new practical path for the teaching quality assurance of university affiliated hospitals.

References | Related Articles | Metrics

Reflection on constructing a digital and intelligent medical education quality assurance system in the context of educational digitalization

Zhang Yanxin, Bo Hong, Guo Qingfeng, Cui Ying, Zhao Chenxi, Sun Bei

2025, 45 (8): 567-570. DOI: 10.3760/cma.j.cn115259-20241225-01354

Abstract ( 28 )

PDF (803KB) ( 12 )

In the context of educational digitalization, the use of digital technology to drive the transformation of the education system has become an important trend in innovative development. As the core cornerstone for cultivating excellent medical talents, medical education needs to adapt to the development requirements of the new era. The traditional clinical teaching quality assurance system has some shortcomings, such as backward management methods, subjective teaching quality evaluation, and untimely information feedback, which seriously restrict the improvement of medical education quality. Therefore, it is of great significance to build a digitalized clinical teaching quality assurance system. This article deeply explores the construction path of the digital medical education quality assurance system, analyzes its construction framework and development trend, points out the challenges faced in the construction process, and proposes the requirements of the system for teachers' digital literacy, students' self-learning ability, and teaching management policies, in order to inform medical schools to build a digital medical education quality assurance system.

References | Related Articles | Metrics

The establishment and application of a supervisory feedback system for standardized residency training

Jin Mingzhu, Yan Mengling, Fan Rang, Xue Jing

2025, 45 (8): 571-576. DOI: 10.3760/cma.j.cn115259-20240627-00668

Abstract ( 22 )

PDF (867KB) ( 12 )

The standardized residency training has shifted from system construction to quality and content development. Teaching supervision is a crucial part in further promoting the high-quality development of medical education and driving the comprehensive quality control and improvement of the standardized residency training. This article describes the structure, supervision organization, and working mode of the supervisory feedback system for standardized residency training in the Second Affiliated Hospital of Zhejiang University, School of Medicine. Independent sample t-test was used to analyze the relevant data. The results showed that the quality of teaching activities in clinical departments after supervision was higher than before [(3.99±0.39) vs. (3.73±0.43), P =0.022], the overall score of medical record writing showed a certain upward trend, the score of medical record writing in the fourth quarter being higher than those in the second and third quarters [(95.75±2.06) vs. (91.72±4.76), (95.75±2.06) vs. (91.36±3.95), all P <0.05]. Supervising experts evaluated the construction of teaching materials inspection in clinical departments as well rectified. The supervisory feedback system has comprehensively improved the quality of teaching activities in clinical departments, the quality of medical records by residents, and the perfection of teaching materials for resident physicians. The teaching supervision system in this study can provide reference for the construction of supervision systems at various hospitals.

References | Related Articles | Metrics

Reflections on the paths to improving the teaching organization of college educational management departments based on the "Four returns"

Hu Naibao, Wang Lei, Wang Jiu, Zhang Zhongwen, Zhang Yuli

2025, 45 (8): 577-581. DOI: 10.3760/cma.j.cn115259-20250407-00379

Abstract ( 14 )

PDF (817KB) ( 17 )

In the undergraduate education system, college educational management departments are the most fundamental units for revitalizing undergraduate education and creating a culture of university quality. This paper analyzes the current situation of teaching organization in college educational management departments: deviation of teaching organization functions, shift of teaching organization focus, formalism of teaching activities, and serious utilitarian orientation. On this basis, with the "Four returns" as the core goal, it proposes paths to enhance the teaching organization quality of university departments: Firstly, return to the dream, accurately positioning itself, filling in shortcomings, and developing in a classified and distinctive manner; secondly, return to common sense, reducing burdens and granting more autonomy to promote teaching innovation; thirdly, return to the essence, balancing the organizational structure and operation mode of universities and grassroots teaching organizations; fourthly, return to the original intention, strengthening teacher ethics, fulfilling social responsibilities, and consolidating consensus on cooperation.

References | Related Articles | Metrics

Analysis on the scale and structure of medical technology education and their trend of change at China's regular higher educational institutions

Hou Jianlin, Li Jun, Zhang Yibao, Wang Weimin

2025, 45 (8): 582-587. DOI: 10.3760/cma.j.cn115259-20240403-00346

Abstract ( 11 )

PDF (841KB) ( 1 )

Objectives To study the scale and structure of medical technology education and their trends of change at China's regular higher educational institutions (RHEI). Methods Using data provided by Institute of Medical Education of Peking University, descriptive analysis were performed in March 2024 to study the number of RHEIs that operated an academic program in medical technology education, number of students majoring in medical technology as well as their composition and distribution between 2014 and 2022. Results The number of RHEIs that operated an academic program in medical technology education increased from 389 to 551, the number of enrollments from 86 000 to 159 000, the number of graduates from 56 000 to 131 000. In 2022, junior college and bachelor graduates accounted for 62.8%(82 501/131 303) and 36.8%(48 354/131 303), respectively. As to RHEIs that operated an academic program in medical technology education, those located in eastern, middle, and western China accounted for 40.3%(222/551), 31.8%(175/551) and 27.9%(154/551), respectively; public and private institutions accounted for 69.3%(382/551) and 30.7%(169/551), respectively. The number of enrollments of three bachelor programs accounted for 73.0%(37 526/51 420) of all admitted undergraduate students in this field, which were medical laboratory technology, rehabilitation therapy, and medical imaging technology. Conclusions The scale of medical technology education expanded, and educational institutions diversified. Nevertheless, some issues may be of concern, such as low structure of academic degrees and imbalance in geographic distribution. Further top-level design is needed for the cultivation of medical technology talents and regional balanced development also needs to be strengthened.

References | Related Articles | Metrics

Research on the construction of critical care in humanities training course based on ARCS learning motivation model

Ma Lili, Yang Zhiyun, Lyu Jianhong, Zhang Yali, Qin Xiaohuan, Zhang Weiying

2025, 45 (8): 588-595. DOI: 10.3760/cma.j.cn115259-20240529-00540

Abstract ( 13 )

PDF (889KB) ( 5 )

Objective To construct the critical nursing humanities training course based on ARCS learning motivation model to provide reference and basis for the critical nursing humanities training. Methods The curriculum was developed through literature research and the Delphi method. From March to April 2024, through literature consultation, the ARCS learning motivation model and the Expert Consensus on Nursing Humanities for Adult Patients in the Intensive Care Unit were utilized as guidance to formulate the draft of the ARCS learning motivation model-based intensive care humanities training course. Subsequently, 15 experts from the fields of intensive care, humanistic nursing, nursing management, and nursing education were invited to participate in two rounds of Delphi expert consultation, which ultimately led to the formation of the final draft of the course. Results All two rounds of expert consultation responses were returned and deemed valid. The judgment coefficient, familiarity coefficient, and authority coefficient were 0.873, 0.867, and 0.870, respectively. The coefficients of variation ranged from 0 to 0.18, and the coordination coefficients (W) were 0.152 and 0.162. Ultimately, an ARCS learning motivation model-based humanities training curriculum for critical care nursing was formulated, comprising 5 primary sections, 14 secondary sections, 39 tertiary sections, and 69 quaternary-level entries. Conclusions The critical care humanities training course based on ARCS learning motivation model has good reliability, science, innovation and necessity, but the course is still in the theoretical achievement stage of the course, and further clinical empirical research is still needed.

References | Related Articles | Metrics

Design and implementation of instructor training course in medical simulation teaching

He Zitang, Hu Xiaoyun, Shi Di, Xia Peng, Guo Chao, Jiang Wei, Wang Lin, Li Xiaoyan, Liu Jihai, Li Yue

2025, 45 (8): 596-601. DOI: 10.3760/cma.j.cn115259-20240801-00810

Abstract ( 14 )

PDF (853KB) ( 6 )

Objective To analyze the design and implementation effects of the faculty training course in medical simulation and inform the construction of a simulation teaching faculty. Methods A total of 144 participants from five sessions of the faculty training course in medical simulation (each session lasts approximately 550 minutes) at Peking Union Medical College Hospital between September 2022 and April 2024 enrolled in the study. Surveys were conducted before and after the training to assess participants' course satisfaction, self-evaluated knowledge, skills, and confidence levels in simulation teaching. A follow-up survey was administered six months after the training to investigate the implementation of simulation teaching and participants' willingness for advanced learning. Data analysis was performed using paired-sample t-tests and analysis of variance (ANOVA). Results The overall course satisfaction score among participants was 4.93±0.26. Post-training, participants' self-rated knowledge scores for scenario-based simulation teaching in preparation, briefing, facilitation, and debriefing improved significantly (2.81±0.86 vs. 4.44±0.67; 2.81±0.86 vs. 4.50±0.65; 2.74±0.84 vs. 4.42±0.67; 2.76±0.86 vs. 4.38±0.73, all P < 0.001). Similarly, self-rated competency scores (2.69±0.90 vs. 4.26±0.59; 2.68±0.88 vs. 4.33±0.62; 2.64±0.87 vs. 4.07±0.66; 2.65±0.87 vs. 3.95±0.71, all P < 0.001) and confidence levels (3.22±0.84 vs. 4.34±0.63; 3.22±0.87 vs. 4.44±0.59; 3.13±0.86 vs. 4.16±0.68; 3.17±0.84 vs. 4.00±0.71, all P<0.001) increased significantly. However, post-training self-rated competence [(3.95±0.71 vs. 4.26±0.59, 4.33±0.62, 4.07±0.66) and confidence (4.00±0.71 vs. 4.34±0.63, 4.44±0.59, 4.16±0.68),all P<0.001] in debriefing remained lower than in other phases (preparation, briefing, and facilitation). Six months post-training, 55 participants completed the follow-up survey. Among them, 39 (70.9%) participants had applied scenario-based simulation teaching. Among the 39 participants, except for the debriefing session, where 1 (2.6%), 2 (5.1%), and 1 (2.6%) participants reported no improvement in their knowledge, skills, and confidence in simulation teaching, all other participants [39 (100.0%)] acknowledged enhanced knowledge, competence, and confidence in simulation teaching. Conclusions The faculty training course effectively was well-received by participants. The program effectively improved participants' knowledge, competence, and confidence in scenario-based simulation teaching. However, the debriefing session was found to be particularly challenging, necessitating focused attention, continuous refinement, and the development of advanced training courses to further improve the quality of simulation teaching.

References | Related Articles | Metrics

Exploration of teaching reform of programming courses in medical schools

Si Jiarui, Zhang Xiaohao, Wei Hao, Huang Duan, Tang Ruiling, Yu Ming

2025, 45 (8): 602-605. DOI: 10.3760/cma.j.cn115259-20250314-00274

Abstract ( 14 )

PDF (804KB) ( 7 )

To cultivate computational thinking in medical students and meet their professional needs, this study reformed the programming course at Tianjin Medical University by introducing MATLAB programming. Different teaching strategies were adopted for undergraduates and postgraduates. For undergraduates, specialized application modules were designed according to their disciplinary characteristics, while for postgraduates, artificial intelligence medical application cases were incorporated. Additionally, an asynchronous Small Private Online Course (SPOC) was developed on the MOOC platform to provide students with a continuous computational thinking training environment. The results showed that post-reform satisfaction scores for the 2021 undergraduate cohort (98.27) and the 2023 postgraduate cohort (96.86) were significantly higher than those of the pre-reform 2020 undergraduate cohort (85.93) and 2022 postgraduate cohort (89.43). Students reported that the experimental content of the programming course was well-structured and effectively integrated with theory, enabling them to create impressive projects during programming practice. The MATLAB programming course successfully addressed the professional needs of medical students and enhanced their computational thinking skills, offering valuable insights for the development of programming courses in medical universities across China.

References | Related Articles | Metrics

Application of practical learning method based on shared mental model theory in CPR training

Sun Yujie, Yang Tingting, Zhang Yang

2025, 45 (8): 606-609. DOI: 10.3760/cma.j.cn115259-20240513-00480

Abstract ( 12 )

PDF (839KB) ( 2 )

Objective To explore the application effect of the shared mental model (SMM) theory in the practical learning of cardiopulmonary resuscitation (CPR) in medical students. Methods In April 2024, 63 undergraduates of grade 2021 from China Medical University who took the elective course “Cardiopulmonary Resuscitation and Automated External Defibrillator” in the spring semester of 2024 were enrolled and divided into experimental group (n=33) and control group (n=30) according to the date of course selection. The experimental group adopted the practical learning method based on the SMM theory, while the control group adopted the traditional teaching method. After class, the two groups of students were assessed for their skills. For data analysis, χ² test, t test, and Mann-Whitney U test were used. Results The percentage of appropriate pressing frequency in the experimental and control groups were (74.8±13.0)%, (58.1±21.7)%. The chest compression fraction in the experimental and control groups were (71.5±2.3)% and (67.5±4.4)%, both P<0.05. Conclusions Applying the practical learning method based on SMM theory to medical student CPR training helps to improve the quality of resuscitation in teams.

References | Related Articles | Metrics

Application of ChatGPT-assisted CBL teaching in anesthesia clerkship teaching for undergraduate medical students

Rong Xiaoying, Xu Mao, Zhou Yang, Gu Shixian, Qu Yinyin

2025, 45 (8): 610-615. DOI: 10.3760/cma.j.cn115259-20241105-01146

Abstract ( 19 )

PDF (854KB) ( 7 )

Objective To explore the application of ChatGPT-assisted case-based learning (CBL) teaching in undergraduate clerkship teaching for undergraduate medical students. Methods Forty-nine medical students of grade 2020 from Peking University, rotating in the Anesthesiology Department of Peking University Third Hospital for clerkship, were enrolled in the study. They were randomized into an experimental group and a control group using the random number table method. The experimental group of 23 students received ChatGPT-assisted CBL teaching, while the control group of 26 students received traditional CBL training. After the course, teaching effectiveness was evaluated through knowledge test, skill assessment, and questionnaire survey results. Independent sample t-test and chi-square test were used for comparison between two groups. Results The knowledge test scores of the experimental group and the coutrol group of students were (78.30±8.49) points and (76.77±7.19) points, and the skill assessment scores were (92.87±3.95) points and (91.69±3.78) points, respectively (both P>0.05). The survey indicated that 13(50.0%) of the control group students hoped to incorporate ChatGPT into their CBL learning preparation; 14(60.9%) students in the experimental group believed that using ChatGPT in CBL teaching was more advantageous than other methods of searching for information; 13(56.5%) students believed that it could be promoted to other courses and would actively use it in the future. However, the accuracy of ChatGPT was lacking, especially for specific clinical problems, and it needed to be used discretionally. Conclusions The use of ChatGPT in CBL teaching can shorten preparation time and improve learning efficiency, but its accuracy is limited and requires instructor supervision.

References | Related Articles | Metrics

Evaluation of the effectiveness of screen-based simulation for a lower leg fracture simulation for undergraduate nursing students

Jin Sanli, Han Fengping, Lu Qian, Pang Dong, Yang Ping

2025, 45 (8): 616-620. DOI: 10.3760/cma.j.cn115259-20240722-00767

Abstract ( 15 )

PDF (836KB) ( 3 )

Objective To evaluate the effectiveness of screen-based simulation (SBS) as presimulation preparation for a lower leg fracture simulation for undergraduate nursing students. Methods A cross-sectional study was employed among 93 junior nursing students from nursing school of a university. They were required to complete SBS as presimulation preparation for a lower leg fracture simulation. The students' performance in in-person simulation were evaluated by facilitators according to a demonstrating checklist for simulation of lower leg fracture. After in-person simulation, students were invited to answer the Nurses Clinical Reasoning Scale (NCRS) and Clinical Learning Environment Comparison Survey (CLECS). Results Totally 85(91.4%) students believed that SBS was of great or very great help to in-person simulation. The mean score of the students' performance in in-person simulation was 72.83, which was higher than that of previous students (57.67). The total NCRS score was 62.28±6.94, indicating a high level of clinical reasoning ability. The total CLECS score in in-person simulation was higher than that in SBS, which was 87.14±13.36 and 77.77±16.79 respectively, and the difference was statistically significant (P<0.001). Conclusions The use of SBS as presimulation preparation was effective in improving the students' performance score in simulation and training their clinical reasoning ability. Further study is needed to determine best practices of using SBS before in-person simulation, and whether more SBS could be involved to enhance the learning outcomes.

References | Related Articles | Metrics

Effect of first-person perspective video instructions on dental preparation training for residents

Zhang Feiyu, Dong Jian, Ding Fang, Yu Lan, Wu Zhou, Liu Yinhua, Wang Jie, Guo Haiyan, Liu Lin

2025, 45 (8): 621-624. DOI: 10.3760/cma.j.cn115259-20240514-00485

Abstract ( 12 )

PDF (804KB) ( 3 )

Objective To explore the effectiveness of first-person perspective (FPP) video teaching in the clinical operative skills training of tooth preparation for dental residents. Methods From January 2020 to November 2022, 20 residents in the Department of Stomatology at Beijing Anzhen Hospital, Capital Medical University were enrolled in this study. A randomized controlled trial was conducted, dividing the participants equally into an experimental group (FPP video) and a control group (third-person perspective). The teaching outcomes were compared by objectively scoring the three-dimensional dental preparation volume using fitted scan data, along with subjective evaluations from the participants. Statistical analysis was performed using one-way ANOVA. Results The experimental group achieved significantly higher overall objective scores [(54.2±1.0) points] compared to the control group [(43.0±2.3) points], P<0.001. Subjective evaluations of the instructional videos' effectiveness were also higher in the experimental group [(86.6±14.1) points vs. (67.6±11.8) points, P<0.05]. Conclusions FPP video teaching enhances residents' comprehension of key dental preparation techniques and improves operational proficiency, with higher satisfaction rates in standardized residency training.

References | Related Articles | Metrics

Exploring the application of entrustable professional activities in self-assessed clinical internship effectiveness

Wang Jingchao, Li Haichao, Jiang Zhehan, Liu Hong, Qi Xin

2025, 45 (8): 625-629. DOI: 10.3760/cma.j.cn115259-20240516-00493

Abstract ( 19 )

PDF (832KB) ( 10 )

Objective This study designed a self-assessment questionnaire drawing on the core entrustable professional activities (EPAs) indicators for residents. It aimed to explore its application value in evaluating the internship outcomes of clinical medicine students and provide a reference for competency-based reform in clinical internship teaching. Methods A questionnaire survey was conducted. The self-designed questionnaire was adapted from the core EPAs indicators for residents. A total of 283 undergraduates from the eight-year and five-year clinical medicine programs of Peking University's enrolled in 2018 participated in this study. Surveys were administered before and after their clinical internship. Self-assessment results pre-internship and post-internship were compared using the Mann-Whitney U test. Results Compared to pre-internship, the proportion of students self-assessing at level 3 (expected to perform with indirect supervision) increased for all indicators except recognition and management of critical illness. The highest increase was observed for case presentation, reaching 85.6% (131/153). Statistically significant differences (all P<0.05) were found in the self-assessment results for eight indicators: patient consultation, test selection/interpretation, diagnosis and differential diagnosis, case presentation, identification and management of general clinical problems,basic procedures, informed consent, and clinical teaching. For example, for patient consultation, the post-clerkship proportions for level 1 (unable to perform), level 2 (expect to perform with direct supervision), and level 3 were 0, 13.7% (21/153), and 85.0% (130/153), respectively, compared to pre-clerkship proportions of 0.8% (1/128), 35.2% (45/128), and 53.1% (68/128). Among these eight indicators, the first six had explicit teaching requirements during the internship, while the last two did not. No statistically significant differences (all P>0.05) were found in self-assessments for seven indicators: treatment decision-making, medical documentation, recognition and management of critical illness, patient transfer and handover, health education, breaking bad news, and response to public health event. For example, for treatment decision-making, the post-internship proportions for level 1, level 2, and level 3 were 9.2% (14/153), 53.6% (82/153), and 35.9% (55/153), respectively, compared to pre-internship proportions of 5.5% (7/128), 57.8% (74/128), and 21.1% (27/128). Among these seven indicators, the first four had explicit teaching requirements, while the last three did not. Conclusions Clinical internships contribute to enhancing students' clinical competencies. The self-assessment questionnaire designed drawing on core EPA indicators for residents can effectively reflect internship outcomes. Well-defined teaching requirements combined with sufficient clinical practice help improve the clinical abilities of medical students.

References | Related Articles | Metrics

Entrustable professional activities in oral medicine education

Jiang Xinyi, Zhang Linglin, Han Xianglong, Ye Ling, Zheng Qinghua

2025, 45 (8): 630-633. DOI: 10.3760/cma.j.cn115259-20240604-00558

Abstract ( 13 )

PDF (818KB) ( 1 )

Entrustable professional activities (EPAs) are observable clinical core tasks. It is an effective framework for assessment of competency in clinical practice and thereby conducive to the improvement of the overall quality of education. This article reviews previous researches on the content, development and implementation of EPAs within oral medicine education, analyzes existing problems including a lack of standardized terminology, practical implementation and localized framework, while proposing corresponding solutions. Moreover, the article demonstrates that, compared to traditional teaching models, EPAs offer advantages and potential in evaluating clinical competence, improving teaching efficiency, fostering lifelong learning, and ensuring patient safety. Therefore, stomatological education in China should prioritize in-depth exploration of EPAs, continuously pursuing standardized and localized EPAs frameworks to advance the high-quality education within the discipline.

References | Related Articles | Metrics

A narrative review of maintaining and promoting the well-being of residents and faculty in the United States

Feng Li, Kuang Ming, Yang Daya, Chen Wei

2025, 45 (8): 634-640. DOI: 10.3760/cma.j.cn115259-20240829-00895

Abstract ( 11 )

PDF (885KB) ( 3 )

Well-being refers to the individual satisfaction and emotion towards life quality and professional experience. The United States, as the initiator of national standardized residency training, proposes that the well-being of residents and faculty is positively correlated with the residency training quality and outcomes of healthcare services. A series of studies on the theories of well-being of residents and faculty has been conducted, and measures promoting well-being have been explored with the support of themajor medical education organizations since the national standardized residency training in 1981 in the USA. We conducted a narrative review of the primary outcomes from theoretical research and programmatic practices related to well-being in residency training, with the aim of informing residency training in China.

References | Related Articles | Metrics

Current Issue