Pub Date : 2020-04-01DOI: 10.3760/CMA.J.CN70-2018-1210-00998
Xia Ruan, L. Pei, Xu Li, Yu Zhang, Chunhua Yu, Jie Yi, Yuguang Huang
Objective To study the application of diversified assessment system on standardized training of residents with different degrees in anesthesiology, so as to provide reference for improving their core competence. Methods Fifty-eight residents in anesthesiology department from September 2016 to August 2017 were selected, including 25 clinical graduate students in group A, 14 residents with doctoral degree in group B and 19 residents with Bachelor's degree in group C. Designed and built a diversified assessment system consisting of quarterly multiple choice question examinations, clinical work registrations system, irregular daily performance evaluations and annual OSCE clinical skills assessments. The five core competencies including medical knowledge, patient care, professionalism, communication skills and technical skills were evaluated by all these scores, and the radar chart of core competencies is drawn for each resident. Compared the differences of five core competencies among residents in different groups. Results There were no significant differences in the competency of professionalism[(4.27±0.75)vs(4.55±0.51)vs(4.32±0.67)] and patient care[(4.00±0.60)vs(4.17±0.64)vs(3.97±0.62)] among residents in 3 different groups(all P>0.05). There were significant differences in scores of medical knowledge[(4.13±0.36)vs(4.12±0.34)vs (3.72±0.44)], communication ability[(3.71±0.34)vs(4.02±0.24)vs(3.75±0.32)], technical skills[(4.15±0.27)vs(4.43±0.17)vs(4.19±0.18)] and total scores of competencies [(20.25±1.67)vs(21.29±1.41)vs(19.95±1.38)] (all P<0.05). By analyzing the shape and characteristics of radar chart of residents with different degrees, it can be found that the relatively weak communication skills of residents in group A is the most common (12 people in group A), in group B, the equal clinical competencies of residents is the most common (8 peoplein group B), the poor medical knowledge in group C is the most common (8 people in group C). Conclusions The diversified evaluation system is helpful for the comprehensive evaluation of the core competence of the standardized trainging residents; the performance of core competencies of residents with different degree is different, which needs to be focused on in the training process according to the different characteristics of the residents. Key words: Anesthesiology; Standardized resident training; Diversified evaluation; Core competency
{"title":"Application of diversified evaluation methods in standardized training of anesthesiologists","authors":"Xia Ruan, L. Pei, Xu Li, Yu Zhang, Chunhua Yu, Jie Yi, Yuguang Huang","doi":"10.3760/CMA.J.CN70-2018-1210-00998","DOIUrl":"https://doi.org/10.3760/CMA.J.CN70-2018-1210-00998","url":null,"abstract":"Objective \u0000To study the application of diversified assessment system on standardized training of residents with different degrees in anesthesiology, so as to provide reference for improving their core competence. \u0000 \u0000 \u0000Methods \u0000Fifty-eight residents in anesthesiology department from September 2016 to August 2017 were selected, including 25 clinical graduate students in group A, 14 residents with doctoral degree in group B and 19 residents with Bachelor's degree in group C. Designed and built a diversified assessment system consisting of quarterly multiple choice question examinations, clinical work registrations system, irregular daily performance evaluations and annual OSCE clinical skills assessments. The five core competencies including medical knowledge, patient care, professionalism, communication skills and technical skills were evaluated by all these scores, and the radar chart of core competencies is drawn for each resident. Compared the differences of five core competencies among residents in different groups. \u0000 \u0000 \u0000Results \u0000There were no significant differences in the competency of professionalism[(4.27±0.75)vs(4.55±0.51)vs(4.32±0.67)] and patient care[(4.00±0.60)vs(4.17±0.64)vs(3.97±0.62)] among residents in 3 different groups(all P>0.05). There were significant differences in scores of medical knowledge[(4.13±0.36)vs(4.12±0.34)vs (3.72±0.44)], communication ability[(3.71±0.34)vs(4.02±0.24)vs(3.75±0.32)], technical skills[(4.15±0.27)vs(4.43±0.17)vs(4.19±0.18)] and total scores of competencies [(20.25±1.67)vs(21.29±1.41)vs(19.95±1.38)] (all P<0.05). By analyzing the shape and characteristics of radar chart of residents with different degrees, it can be found that the relatively weak communication skills of residents in group A is the most common (12 people in group A), in group B, the equal clinical competencies of residents is the most common (8 peoplein group B), the poor medical knowledge in group C is the most common (8 people in group C). \u0000 \u0000 \u0000Conclusions \u0000The diversified evaluation system is helpful for the comprehensive evaluation of the core competence of the standardized trainging residents; the performance of core competencies of residents with different degree is different, which needs to be focused on in the training process according to the different characteristics of the residents. \u0000 \u0000 \u0000Key words: \u0000Anesthesiology; Standardized resident training; Diversified evaluation; Core competency","PeriodicalId":427675,"journal":{"name":"Chinese Journal of Medical Education","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126302343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-01DOI: 10.3760/CMA.J.CN115259-20190909-00735
Chi Zhang, Xin Li, Jinzhong Jia, Tianren Huang, Deping Liu
Objective To construct the satisfaction scale for medical graduates and evaluate its reliability and validity. Methods Totally 2 961 full-time postgraduates from Guangxi Medical University were investigated in September 2017. Exploratory factor analysis was used to construct dimensions and evaluate the validity. Confirmatory factor analysis was used to verify the scale's fitness. Results A total of 31 items were included in the scale. The overall Cronbach's α coefficient was 0.972. Five common factors were extracted by the principal components method and the cumulative contribution rate reached 81.09%. The results of confirmatory factor analysis showed that χ2/df was 4.451 (95%CI=4.321~4.558), root mean square error of approximation (RMSEA) was 0.062 (95%CI=0.058~0.069), other value-added fitness indicators were all over 0.9; the standardized load of each item was over 0.71 and had statistical significance(t>1.96, P<0.05). Conclusions The scale has good reliability, validity and applicability. It can be used as a tool to evaluate satisfaction for medical graduates. Key words: Medical graduate; Factor analysis; Satisfaction; Reliability; Validity
{"title":"Construction and reliability and validity analysis of satisfaction scale for medical graduates","authors":"Chi Zhang, Xin Li, Jinzhong Jia, Tianren Huang, Deping Liu","doi":"10.3760/CMA.J.CN115259-20190909-00735","DOIUrl":"https://doi.org/10.3760/CMA.J.CN115259-20190909-00735","url":null,"abstract":"Objective \u0000To construct the satisfaction scale for medical graduates and evaluate its reliability and validity. \u0000 \u0000 \u0000Methods \u0000Totally 2 961 full-time postgraduates from Guangxi Medical University were investigated in September 2017. Exploratory factor analysis was used to construct dimensions and evaluate the validity. Confirmatory factor analysis was used to verify the scale's fitness. \u0000 \u0000 \u0000Results \u0000A total of 31 items were included in the scale. The overall Cronbach's α coefficient was 0.972. Five common factors were extracted by the principal components method and the cumulative contribution rate reached 81.09%. The results of confirmatory factor analysis showed that χ2/df was 4.451 (95%CI=4.321~4.558), root mean square error of approximation (RMSEA) was 0.062 (95%CI=0.058~0.069), other value-added fitness indicators were all over 0.9; the standardized load of each item was over 0.71 and had statistical significance(t>1.96, P<0.05). \u0000 \u0000 \u0000Conclusions \u0000The scale has good reliability, validity and applicability. It can be used as a tool to evaluate satisfaction for medical graduates. \u0000 \u0000 \u0000Key words: \u0000Medical graduate; Factor analysis; Satisfaction; Reliability; Validity","PeriodicalId":427675,"journal":{"name":"Chinese Journal of Medical Education","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115542867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Objective Based on the theory of cognitive apprenticeship, to explore the cognitive status of medical students in different types of hospitals in order to provide reference for ensuring and improving the quality of teaching. Methods A total of 251 medical students from grade 2012 who experienced clinical intern practice in 14 hospitals were selected as the research objects, and their training outcomes in teaching hospital was investigated by self-designed questionnaire. Results There was a significant correlation between the internship activities of medical students and their clinical capacity, humanistic quality, communication skill, team spirit and sense of responsibility for patients. Most of the disciplines have run a good implementation of the internship program, but there are significant differences between disciplines (t=-2.083, P=0.040). The implementation of affiliated hospital is better than that of the non-affiliated hospital. There is a positive linear relationship between the effective feedback from teachers and the improvement of students' capacity. Conclusions Under the dispersed pattern clinical internship model, the clinical ability of medical students can also be improved. For different kinds of teaching hospitals, there are homogeneity differences in the clinical intern implementation. The detailed feedbacks and concerns of teachers help medical students to adapt to clinical internship. Medical colleges need to strengthen the practice guidance of non-affiliated hospitals to promote the homogeneity of teaching quality. Key words: Dispersed clinical internship; Cognitive apprenticeship; Medical students; Homogenity; Emiprical study
{"title":"An empirical study on the homogenization of teaching quality under the dispersed clinical internship model based on cognition of medical students","authors":"Guanhua Fan, Mian-hua Yang, Changmin Lin, Zhanqin Huang, Haibin Chen","doi":"10.3760/CMA.J.CN70-2018-0827-00679","DOIUrl":"https://doi.org/10.3760/CMA.J.CN70-2018-0827-00679","url":null,"abstract":"Objective \u0000Based on the theory of cognitive apprenticeship, to explore the cognitive status of medical students in different types of hospitals in order to provide reference for ensuring and improving the quality of teaching. \u0000 \u0000 \u0000Methods \u0000A total of 251 medical students from grade 2012 who experienced clinical intern practice in 14 hospitals were selected as the research objects, and their training outcomes in teaching hospital was investigated by self-designed questionnaire. \u0000 \u0000 \u0000Results \u0000There was a significant correlation between the internship activities of medical students and their clinical capacity, humanistic quality, communication skill, team spirit and sense of responsibility for patients. Most of the disciplines have run a good implementation of the internship program, but there are significant differences between disciplines (t=-2.083, P=0.040). The implementation of affiliated hospital is better than that of the non-affiliated hospital. There is a positive linear relationship between the effective feedback from teachers and the improvement of students' capacity. \u0000 \u0000 \u0000Conclusions \u0000Under the dispersed pattern clinical internship model, the clinical ability of medical students can also be improved. For different kinds of teaching hospitals, there are homogeneity differences in the clinical intern implementation. The detailed feedbacks and concerns of teachers help medical students to adapt to clinical internship. Medical colleges need to strengthen the practice guidance of non-affiliated hospitals to promote the homogeneity of teaching quality. \u0000 \u0000 \u0000Key words: \u0000Dispersed clinical internship; Cognitive apprenticeship; Medical students; Homogenity; Emiprical study","PeriodicalId":427675,"journal":{"name":"Chinese Journal of Medical Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130168497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-01DOI: 10.3760/CMA.J.CN115259-20190711-00545
Gang Huo, Liyuan Tao, Aijing Zhang, W. Yuan, Shixian Gu
Objective To investigate the current situation of the guidance of academic graduate students from an affiliated hospital of a university in Beijing, and put forward some suggestions to improve the quality of tutor guidance. Methods In July 2018, 185 academic graduate students in an affiliated hospital of a university in Beijing were investigated by questionnaire, including 68 master's degree and 117 doctor's degree. The questionnaire includes the basic information of graduate students and tutors, the detailed information of tutors guiding graduate students, and the satisfaction of graduate students with tutors' guidance. Results The time interval of tutor guidance was one or two weeks, and 65.9%(122/185) of the graduate students received independent tutor guidance, but more graduate students70.3%(130/185)expected to receive tutor guidance in the form of tutor guidance group. There was a statistically significant difference between The time interval of tutor guidance and the number of SCI papers published by graduate students, the sum of influence factors, and the number of SCI papers above Q2( P<0.05). There was a statistically significant difference between the opportunity of academic communication provided by tutor and the number of SCI papers published by graduate students and the sum of IF( P<0.05). Graduate students had a high degree of satisfaction with the tutor's guidance in general, and a relatively low degree of satisfaction with the tutor's opportunity to provide international academic communication. Conclusions It's very important that strengthen the tutor responsibility system of graduate training, regularly assess the tutor's guidance of graduate students, encourage the joint guidance of graduate students in the form of tutor group; and increase the opportunity of academic communication to promote the improvement of graduate research innovation ability. Key words: Clinical medicine; Academic; Graduate students; Mentor guidance; Training quality
{"title":"Investigation and analysis of the current situation of clinical medicine academic graduate tutor guidance in an affiliated hospital of a university in Beijing","authors":"Gang Huo, Liyuan Tao, Aijing Zhang, W. Yuan, Shixian Gu","doi":"10.3760/CMA.J.CN115259-20190711-00545","DOIUrl":"https://doi.org/10.3760/CMA.J.CN115259-20190711-00545","url":null,"abstract":"Objective \u0000To investigate the current situation of the guidance of academic graduate students from an affiliated hospital of a university in Beijing, and put forward some suggestions to improve the quality of tutor guidance. \u0000 \u0000 \u0000Methods \u0000In July 2018, 185 academic graduate students in an affiliated hospital of a university in Beijing were investigated by questionnaire, including 68 master's degree and 117 doctor's degree. The questionnaire includes the basic information of graduate students and tutors, the detailed information of tutors guiding graduate students, and the satisfaction of graduate students with tutors' guidance. \u0000 \u0000 \u0000Results \u0000The time interval of tutor guidance was one or two weeks, and 65.9%(122/185) of the graduate students received independent tutor guidance, but more graduate students70.3%(130/185)expected to receive tutor guidance in the form of tutor guidance group. There was a statistically significant difference between The time interval of tutor guidance and the number of SCI papers published by graduate students, the sum of influence factors, and the number of SCI papers above Q2( P<0.05). There was a statistically significant difference between the opportunity of academic communication provided by tutor and the number of SCI papers published by graduate students and the sum of IF( P<0.05). Graduate students had a high degree of satisfaction with the tutor's guidance in general, and a relatively low degree of satisfaction with the tutor's opportunity to provide international academic communication. \u0000 \u0000 \u0000Conclusions \u0000It's very important that strengthen the tutor responsibility system of graduate training, regularly assess the tutor's guidance of graduate students, encourage the joint guidance of graduate students in the form of tutor group; and increase the opportunity of academic communication to promote the improvement of graduate research innovation ability. \u0000 \u0000 \u0000Key words: \u0000Clinical medicine; Academic; Graduate students; Mentor guidance; Training quality","PeriodicalId":427675,"journal":{"name":"Chinese Journal of Medical Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130158817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-01DOI: 10.3760/CMA.J.CN115259-20190920-00776
Kaiju Liao, Jian-lin Hou, Chen Yu, A’na Xie, Wei-min Wang
Objective By analyzing the overall situation of enrolment scale and the differences among different types of HEIs and different regions of undergraduate medical education of Higher Education Institutions (HEIs) in China in 2018, to provide basis for the optimization of enrolment scale. Methods Descriptive statistical analysis was applied to analyze the single HEI enrolment, the average enrolment, and enrolment of different provinces. Results Totally 180 HEIs admitted 70 480 medical undergraduate students in 2018, 5.1 students per 100, 000 population, 392 students per school, the single enrolment size of 44 HEIs was more than 600 students. The average scale of ordinary HEIs is much higher than that of 985 and 211 Project HEIs. The overall size and relative size of enrolment vary greatly among different provinces. Conclusions The enrolment scale of undergraduate medical education needs to be expanded, and there still exist problems to be solved, such as large single HEI enrolment scale in many HEIs, obvious differences in the enrolment scale of different types of HEI and uneven distribution among provinces. Key words: Higher education institution; Clinical medicine; Undergraduate medical education; Scale of enrolment
{"title":"Analysis on the enrolment scale of undergraduate medical education in China's regular higher education institutions and related policy suggestions","authors":"Kaiju Liao, Jian-lin Hou, Chen Yu, A’na Xie, Wei-min Wang","doi":"10.3760/CMA.J.CN115259-20190920-00776","DOIUrl":"https://doi.org/10.3760/CMA.J.CN115259-20190920-00776","url":null,"abstract":"Objective \u0000By analyzing the overall situation of enrolment scale and the differences among different types of HEIs and different regions of undergraduate medical education of Higher Education Institutions (HEIs) in China in 2018, to provide basis for the optimization of enrolment scale. \u0000 \u0000 \u0000Methods \u0000Descriptive statistical analysis was applied to analyze the single HEI enrolment, the average enrolment, and enrolment of different provinces. \u0000 \u0000 \u0000Results \u0000Totally 180 HEIs admitted 70 480 medical undergraduate students in 2018, 5.1 students per 100, 000 population, 392 students per school, the single enrolment size of 44 HEIs was more than 600 students. The average scale of ordinary HEIs is much higher than that of 985 and 211 Project HEIs. The overall size and relative size of enrolment vary greatly among different provinces. \u0000 \u0000 \u0000Conclusions \u0000The enrolment scale of undergraduate medical education needs to be expanded, and there still exist problems to be solved, such as large single HEI enrolment scale in many HEIs, obvious differences in the enrolment scale of different types of HEI and uneven distribution among provinces. \u0000 \u0000 \u0000Key words: \u0000Higher education institution; Clinical medicine; Undergraduate medical education; Scale of enrolment","PeriodicalId":427675,"journal":{"name":"Chinese Journal of Medical Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116076808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-01DOI: 10.3760/CMA.J.CN115259-20191008-00827
X. Qi
Standardized training for residents emphasizes competency-based medical education, but the existing competency framework has many Entrustable professional activities is to evaluate the comprehensive ability of the residents in the daily workplace with the key clinical behaviors familiar to the faculty and the residents as the carrier. Entrustable professional activities has a clear step-by-step training goal, which is helpful for the residents to regulate their time for autonomous learning and standardize their professional activities. Through the corresponding relationship between entrustable professional activities and competency, we can deduce the competency of the residents and provide targeted feedback and guidance. This paper discusses the relationship between the entrustable professional activities and the competency of residents, so as to provide a new evaluation model for standardized training for residents and better evaluation of the competency of residents. Key words: Entrustable professional activities; Competency; Residents; Postgraduate education
{"title":"A preliminary study on the relationship between entrustable professional activities and resident's competency","authors":"X. Qi","doi":"10.3760/CMA.J.CN115259-20191008-00827","DOIUrl":"https://doi.org/10.3760/CMA.J.CN115259-20191008-00827","url":null,"abstract":"Standardized training for residents emphasizes competency-based medical education, but the existing competency framework has many Entrustable professional activities is to evaluate the comprehensive ability of the residents in the daily workplace with the key clinical behaviors familiar to the faculty and the residents as the carrier. Entrustable professional activities has a clear step-by-step training goal, which is helpful for the residents to regulate their time for autonomous learning and standardize their professional activities. Through the corresponding relationship between entrustable professional activities and competency, we can deduce the competency of the residents and provide targeted feedback and guidance. This paper discusses the relationship between the entrustable professional activities and the competency of residents, so as to provide a new evaluation model for standardized training for residents and better evaluation of the competency of residents. \u0000 \u0000Key words: \u0000Entrustable professional activities; Competency; Residents; Postgraduate education","PeriodicalId":427675,"journal":{"name":"Chinese Journal of Medical Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127944281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-01DOI: 10.3760/CMA.J.CN115259-20190605-00443
Jingjing Hao, Hong-jun Hao, Jie Li, Jun Gu
Objective To detect the differences of professional commitment and career maturity of medical English majors from different sources, and analyze the correlation between them. Methods In November 2018, 206 four-year students from freshmen to senior of medical English majors in Xinxiang Medical University were selected as the subjects of this study. Questionnaires of College Students' Professional Commitment Scale and College Students' Career Maturity Scale were conducted to observe the potential difference of professional commitment and career maturity in gender, grade, one child family or not, urban or rural areas, whether adjusting majors and changing majors or not, and to analyze the correlation between them. Results The scores of professional commitment from freshmen to senior were (3.33±0.44), (3.23±0.27), (3.14±0.47), (3.30±0.43), respectively. There was no significant difference in professional commitment and career maturity among Medical English majors students in terms of gender, one child family or not, urban or rural areas, whether changing majors or not (all P>0.05), however, there was significant difference in adjusting majors or not [(3.26±0.48)vs (3.45±0.46), P<0.01]. There was no significant difference in professional commitment among different grades (F=0.403, P=0.751), but there was significant difference in career maturity (F=2.679, P=0.048). Apart from the negative correlation (r=-0.093, P=0.184)between continuing commitment and career maturity, emotional commitment, ideal commitment and normative commitment of professional commitment were positively correlated with career maturity (respectively: r=0.271, P<0.01; r=0.368, P<0.01; r=0.167, P=0.017). Conclusions Medical English undergraduates' professional commitment and career maturity show their own characteristics in different people. Colleges and universities should give targeted education and guidance, in order to train professionals better. Key words: Medical English; Professional commitment; Career maturity; Correlation analysis
目的了解不同来源医学英语专业学生专业承诺和职业成熟度的差异，并分析两者之间的相关性。方法于2018年11月选取新乡医学院医学英语专业四年制大一至大四学生206名作为研究对象。通过《大学生职业承诺量表》和《大学生职业成熟度量表》问卷，观察职业承诺和职业成熟度在性别、年级、是否独生子女、城市和农村、是否调整专业和是否转专业等方面的潜在差异，并分析两者之间的相关性。结果大一至大四学生专业承诺得分分别为(3.33±0.44)分、(3.23±0.27)分、(3.14±0.47)分、(3.30±0.43)分。医学英语专业学生的职业承诺和职业成熟度在性别、是否独生子女、城市与农村、是否转专业方面差异均无统计学意义(P>0.05)，而在是否转专业方面差异有统计学意义[(3.26±0.48)vs(3.45±0.46)，P<0.01]。职业承诺在不同年级间差异不显著(F=0.403, P=0.751)，职业成熟度在不同年级间差异显著(F=2.679, P=0.048)。除了持续承诺与职业成熟度呈负相关(r=-0.093, P=0.184)外，职业承诺中的情感承诺、理想承诺和规范承诺与职业成熟度呈正相关(r= 0.271, P<0.01);r = 0.368, P < 0.01;r = 0.167, P = 0.017)。结论医学英语专业大学生的专业承诺和职业成熟度在不同人群中表现出不同的特点。高校要有针对性地进行教育和指导，更好地培养专业人才。关键词:医学英语;专业承诺;职业成熟度;相关分析
{"title":"A study on the status and correlation of professional commitment and career maturity of medical English major students","authors":"Jingjing Hao, Hong-jun Hao, Jie Li, Jun Gu","doi":"10.3760/CMA.J.CN115259-20190605-00443","DOIUrl":"https://doi.org/10.3760/CMA.J.CN115259-20190605-00443","url":null,"abstract":"Objective \u0000To detect the differences of professional commitment and career maturity of medical English majors from different sources, and analyze the correlation between them. \u0000 \u0000 \u0000Methods \u0000In November 2018, 206 four-year students from freshmen to senior of medical English majors in Xinxiang Medical University were selected as the subjects of this study. Questionnaires of College Students' Professional Commitment Scale and College Students' Career Maturity Scale were conducted to observe the potential difference of professional commitment and career maturity in gender, grade, one child family or not, urban or rural areas, whether adjusting majors and changing majors or not, and to analyze the correlation between them. \u0000 \u0000 \u0000Results \u0000The scores of professional commitment from freshmen to senior were (3.33±0.44), (3.23±0.27), (3.14±0.47), (3.30±0.43), respectively. There was no significant difference in professional commitment and career maturity among Medical English majors students in terms of gender, one child family or not, urban or rural areas, whether changing majors or not (all P>0.05), however, there was significant difference in adjusting majors or not [(3.26±0.48)vs (3.45±0.46), P<0.01]. There was no significant difference in professional commitment among different grades (F=0.403, P=0.751), but there was significant difference in career maturity (F=2.679, P=0.048). Apart from the negative correlation (r=-0.093, P=0.184)between continuing commitment and career maturity, emotional commitment, ideal commitment and normative commitment of professional commitment were positively correlated with career maturity (respectively: r=0.271, P<0.01; r=0.368, P<0.01; r=0.167, P=0.017). \u0000 \u0000 \u0000Conclusions \u0000Medical English undergraduates' professional commitment and career maturity show their own characteristics in different people. Colleges and universities should give targeted education and guidance, in order to train professionals better. \u0000 \u0000 \u0000Key words: \u0000Medical English; Professional commitment; Career maturity; Correlation analysis","PeriodicalId":427675,"journal":{"name":"Chinese Journal of Medical Education","volume":" 18","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132188381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-01DOI: 10.3760/CMA.J.ISSN.1673-677X.2020.03.008
Huiru Zou, Yanan Wang, Xin Lin, Yanmei Dai
Case-based learning (CBL) links theory to practice, takes students as the main body, guides students to explore, discover and solve problems by using clinical cases, which has achieved remarkable application effect in many teaching fields. Compared with traditional teaching methods, CBL fully stimulates students' initiative to study independently, strengthens their self-confidence and enhances their clinical practical skills effectively. It overcomes the shortcomings of the gap between traditional classroom teaching and clinical practice process, and helps students to be fully prepared for clinical practice. This paper reviews the application status and effects of CBL in stomatological teaching, and puts forward the problems and reflections with a view to provide some reference for future innovative development. Key words: Case-based learning; Stomatological teaching; Application
{"title":"The application of case-based learning in stomatological teaching","authors":"Huiru Zou, Yanan Wang, Xin Lin, Yanmei Dai","doi":"10.3760/CMA.J.ISSN.1673-677X.2020.03.008","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.1673-677X.2020.03.008","url":null,"abstract":"Case-based learning (CBL) links theory to practice, takes students as the main body, guides students to explore, discover and solve problems by using clinical cases, which has achieved remarkable application effect in many teaching fields. Compared with traditional teaching methods, CBL fully stimulates students' initiative to study independently, strengthens their self-confidence and enhances their clinical practical skills effectively. It overcomes the shortcomings of the gap between traditional classroom teaching and clinical practice process, and helps students to be fully prepared for clinical practice. This paper reviews the application status and effects of CBL in stomatological teaching, and puts forward the problems and reflections with a view to provide some reference for future innovative development. \u0000 \u0000 \u0000Key words: \u0000Case-based learning; Stomatological teaching; Application","PeriodicalId":427675,"journal":{"name":"Chinese Journal of Medical Education","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121512576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-01DOI: 10.3760/CMA.J.ISSN.1673-677X.2020.03.002
Ruixue Zhang, Ning Ding, Honghe Li, D. Wen
Professionalism cultivation is a key component of medical education. Based on literature review, this paper summarizes college medical professionalism cultivation into five different models, including the training of medical professionalism through humanity courses, the training of medical professionalism through basic medical courses and clinical theory courses, the development of specific medical professionalism courses, the cultivation of medical professionalism through social practices, and the cultivation of medical professionalism during internship and clerkship. It also points out that there are problems exist in China's medical professionalism training, such as the unbalanced development between different schools, and the neglect from teachers and students. Thus suggest that different colleges should make their own top-level design with the consideration of their respective characteristics. Key words: College education; Medical professionalism; Cultivation model; Suggestions
{"title":"Strategies and practices of medical professionalism cultivation in the stage of medical college education","authors":"Ruixue Zhang, Ning Ding, Honghe Li, D. Wen","doi":"10.3760/CMA.J.ISSN.1673-677X.2020.03.002","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.1673-677X.2020.03.002","url":null,"abstract":"Professionalism cultivation is a key component of medical education. Based on literature review, this paper summarizes college medical professionalism cultivation into five different models, including the training of medical professionalism through humanity courses, the training of medical professionalism through basic medical courses and clinical theory courses, the development of specific medical professionalism courses, the cultivation of medical professionalism through social practices, and the cultivation of medical professionalism during internship and clerkship. It also points out that there are problems exist in China's medical professionalism training, such as the unbalanced development between different schools, and the neglect from teachers and students. Thus suggest that different colleges should make their own top-level design with the consideration of their respective characteristics. \u0000 \u0000 \u0000Key words: \u0000College education; Medical professionalism; Cultivation model; Suggestions","PeriodicalId":427675,"journal":{"name":"Chinese Journal of Medical Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128873958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-01DOI: 10.3760/CMA.J.ISSN.1673-677X.2020.03.003
Ming Zhang, Minhua Chen, Liangrong Zheng, Nianhong Guan
Objective To explore the application of various teaching methods in improving the doctor-patient communication skills of medical students. Methods It was a prospective self-control study. From January 2017 to December 2017, Before entered into psychiatry department of the Third Affiliated Hospital of Sun Yat-sen University, medical students were evaluated for "the Communication Skills Attitude Scale" and "the Medical Students' Doctor-Patient Communication Behavior Scale" , within the following six months a variety of ways of communication skills training, including internship lectures, interactive teaching and new media teaching, scale assessment again after 6 months. The most effective teaching methods were chosen by students. Results After training, the communication skill of medical students in all aspects was improved, the negative attitude was reduced (35.22±4.35 vs 28.40±3.54), the positive attitude was increased (53.20±5.35 vs 60.84±2.72), the difference was statistically significant (P<0.05); the medical students' communication behavior scale before and after training (151.78±5.33 vs 166.27±4.36), the difference was statistically significant (P<0.05). Before training, male students' positive attitude score towards doctor-patient communication were worse than female students (51.41±4.88 vs 54.91±5.33), while malestudents' negative attitude score was higher than female students(36.68±4.80 vs 33.83±3.42). After training, the support score of male students were worse than female students(16.86±1.52 vs 17.83±1.27), and the differences were statistically significant (P<0.05). The most effective training method favored student was simulation teaching 46.7% (63/135), followed by WeChat 28.9% (39/135). Conclusions Various teaching methods can improve doctor-patient relationship, students of different genders have different communication abilities and preferences for teaching methods. Among them, simulation teaching in interactive teaching and WeChat platform as the new media teaching facilites are relatively effective, which are worthy of further improvement. Key words: Doctor-patient communication; Interactive teaching; New media teaching
目的探讨多种教学方法在提高医学生医患沟通能力中的应用。方法采用前瞻性自我控制研究。2017年1月至2017年12月，在进入中山大学附属第三医院精神科前，对医学生进行《沟通技巧态度量表》和《医学生医患沟通行为量表》评估，在随后的6个月内进行包括实习讲座、互动教学、新媒体教学等多种方式的沟通技巧培训，6个月后再次进行量表评估。学生们选择了最有效的教学方法。结果培训后医学生各方面沟通能力均有提高，消极态度减少(35.22±4.35 vs 28.40±3.54)，积极态度增加(53.20±5.35 vs 60.84±2.72)，差异有统计学意义(P<0.05);医学生训练前后交流行为量表(151.78±5.33 vs 166.27±4.36)，差异有统计学意义(P<0.05)。培训前，男学生对医患沟通的积极态度得分低于女学生(51.41±4.88比54.91±5.33)，而男学生的消极态度得分高于女学生(36.68±4.80比33.83±3.42)。训练后，男学生的支持得分低于女学生(16.86±1.52 vs 17.83±1.27)，差异有统计学意义(P<0.05)。最受学生青睐的训练方式是模拟教学(46.7%，63/135)，其次是微信(28.9%，39/135)。结论不同的教学方法能改善医患关系，不同性别学生的沟通能力和对教学方法的偏好不同。其中，互动教学中的模拟教学和微信平台作为新媒体教学设施效果比较好，值得进一步完善。关键词:医患沟通;互动教学;新媒体教学
{"title":"Exploration of various teaching methods in the cultivation of doctor-patient communication ability of medical students","authors":"Ming Zhang, Minhua Chen, Liangrong Zheng, Nianhong Guan","doi":"10.3760/CMA.J.ISSN.1673-677X.2020.03.003","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.1673-677X.2020.03.003","url":null,"abstract":"Objective \u0000To explore the application of various teaching methods in improving the doctor-patient communication skills of medical students. \u0000 \u0000 \u0000Methods \u0000It was a prospective self-control study. From January 2017 to December 2017, Before entered into psychiatry department of the Third Affiliated Hospital of Sun Yat-sen University, medical students were evaluated for \"the Communication Skills Attitude Scale\" and \"the Medical Students' Doctor-Patient Communication Behavior Scale\" , within the following six months a variety of ways of communication skills training, including internship lectures, interactive teaching and new media teaching, scale assessment again after 6 months. The most effective teaching methods were chosen by students. \u0000 \u0000 \u0000Results \u0000After training, the communication skill of medical students in all aspects was improved, the negative attitude was reduced (35.22±4.35 vs 28.40±3.54), the positive attitude was increased (53.20±5.35 vs 60.84±2.72), the difference was statistically significant (P<0.05); the medical students' communication behavior scale before and after training (151.78±5.33 vs 166.27±4.36), the difference was statistically significant (P<0.05). Before training, male students' positive attitude score towards doctor-patient communication were worse than female students (51.41±4.88 vs 54.91±5.33), while malestudents' negative attitude score was higher than female students(36.68±4.80 vs 33.83±3.42). After training, the support score of male students were worse than female students(16.86±1.52 vs 17.83±1.27), and the differences were statistically significant (P<0.05). The most effective training method favored student was simulation teaching 46.7% (63/135), followed by WeChat 28.9% (39/135). \u0000 \u0000 \u0000Conclusions \u0000Various teaching methods can improve doctor-patient relationship, students of different genders have different communication abilities and preferences for teaching methods. Among them, simulation teaching in interactive teaching and WeChat platform as the new media teaching facilites are relatively effective, which are worthy of further improvement. \u0000 \u0000 \u0000Key words: \u0000Doctor-patient communication; Interactive teaching; New media teaching","PeriodicalId":427675,"journal":{"name":"Chinese Journal of Medical Education","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133458896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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