Pub Date : 2020-03-01DOI: 10.3760/CMA.J.ISSN.1673-677X.2020.03.012
Yan Qiu, Jing-jing Ren, Shaoyin Xu, Yu Fu, Jun Feng
Objective To find out the problems in the standardized residency training of general practitioners (GPs), and put forward further promoting plans. Methods All 52 general practitioners were selected from the affiliated first hospital of medical college in Zhejiang university in April 2019 to clinical skills competition. The objective structured clinical examination(OSCE) was used in the competition, including basic skills operation station, physical examination station, specialized skills operation station, clinical thinking and decision-making station, each station had a qualified score of 80 points, and the scoring table adopts the unified examination form used in the previous general education completion assessment of Zhejiang province, and the assessment time and judge setting were also consistent. Results The subjects passed the physical examination. The scores of basic skills operation station and specialized skills operation station were higher than qualified ones (84.1 vs 80.0 , 91.1 vs 80.0), the difference was statistically significant (P<0.01). The score of clinical thinking and decision-making station was lower than qualified one (62.4 vs 80.0), the difference was statistically significant (P<0.01). The results of multivariate analysis of variance showed that the clinical thinking and decision-making ability of male residents were better than that of female residents [(67.23±9.01)vs(60.65±10.88)], the difference was statistically significant (P<0.05). The general practitioner's physical examination ability and clinical thinking and decision-making ability were significantly better than assistant general practitioner's [(81.11±10.06)vs(72.58±12.45), (63.69±10.61)vs(56.06±9.52)], the difference was statistically significant (P<0.05); the provincial resident training physician's physical examination ability was better than the national resident training physician's [(83.52±4.04)vs(78.65±11.85)], the difference was statistically significant (P<0.05). Conclusions It is necessary to strengthen residency GPs' clinical thinking and decision-making ability through more practice training, to cultivate the clinical thinking and decision-making ability and physical examination ability of female and assistant general practitioners. Key words: Residency training; General practice; Clinical skills; Objective structured clinical examination
目的了解全科医生住院医师规范化培训中存在的问题，提出进一步推进方案。方法于2019年4月在浙江大学医学院附属第一医院抽取52名全科医生参加临床技能竞赛。比赛采用客观结构化临床考试(OSCE)，包括基本功操作站、体格检查站、专业技能操作站、临床思维与决策站，每个站的合格分数为80分，计分表采用浙江省历届通识教育结业考核统一的考试形式，考核时间和评委设置也保持一致。结果受试者均通过体格检查。基本功操作站、专功操作站得分高于优等生(84.1 vs 80.0、91.1 vs 80.0)，差异有统计学意义(P<0.01)。临床思维决策站得分低于合格者(62.4比80.0)，差异有统计学意义(P<0.01)。多因素方差分析结果显示，男性住院医师的临床思维和决策能力优于女性住院医师[(67.23±9.01)vs(60.65±10.88)]，差异有统计学意义(P<0.05)。全科医生体检能力和临床思维决策能力显著优于助理全科医生[(81.11±10.06)vs(72.58±12.45)，(63.69±10.61)vs(56.06±9.52)]，差异有统计学意义(P<0.05);省级住院医师体检能力优于国家级住院医师体检能力[(83.52±4.04)vs(78.65±11.85)]，差异有统计学意义(P<0.05)。结论有必要通过更多的实践训练加强住院医师的临床思维和决策能力，培养女性及助理全科医生的临床思维和决策能力及体检能力。关键词:住院医师培训;一般实践;临床技能;目的结构化临床检查
{"title":"Analysis on the results of clinical skill competition for standardized residency training of general practitioners","authors":"Yan Qiu, Jing-jing Ren, Shaoyin Xu, Yu Fu, Jun Feng","doi":"10.3760/CMA.J.ISSN.1673-677X.2020.03.012","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.1673-677X.2020.03.012","url":null,"abstract":"Objective \u0000To find out the problems in the standardized residency training of general practitioners (GPs), and put forward further promoting plans. \u0000 \u0000 \u0000Methods \u0000All 52 general practitioners were selected from the affiliated first hospital of medical college in Zhejiang university in April 2019 to clinical skills competition. The objective structured clinical examination(OSCE) was used in the competition, including basic skills operation station, physical examination station, specialized skills operation station, clinical thinking and decision-making station, each station had a qualified score of 80 points, and the scoring table adopts the unified examination form used in the previous general education completion assessment of Zhejiang province, and the assessment time and judge setting were also consistent. \u0000 \u0000 \u0000Results \u0000The subjects passed the physical examination. The scores of basic skills operation station and specialized skills operation station were higher than qualified ones (84.1 vs 80.0 , 91.1 vs 80.0), the difference was statistically significant (P<0.01). The score of clinical thinking and decision-making station was lower than qualified one (62.4 vs 80.0), the difference was statistically significant (P<0.01). The results of multivariate analysis of variance showed that the clinical thinking and decision-making ability of male residents were better than that of female residents [(67.23±9.01)vs(60.65±10.88)], the difference was statistically significant (P<0.05). The general practitioner's physical examination ability and clinical thinking and decision-making ability were significantly better than assistant general practitioner's [(81.11±10.06)vs(72.58±12.45), (63.69±10.61)vs(56.06±9.52)], the difference was statistically significant (P<0.05); the provincial resident training physician's physical examination ability was better than the national resident training physician's [(83.52±4.04)vs(78.65±11.85)], the difference was statistically significant (P<0.05). \u0000 \u0000 \u0000Conclusions \u0000It is necessary to strengthen residency GPs' clinical thinking and decision-making ability through more practice training, to cultivate the clinical thinking and decision-making ability and physical examination ability of female and assistant general practitioners. \u0000 \u0000 \u0000Key words: \u0000Residency training; General practice; Clinical skills; Objective structured clinical examination","PeriodicalId":427675,"journal":{"name":"Chinese Journal of Medical Education","volume":"23 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":"114568320","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.2020.03.005
Lifang Zhu, Lan-Feng Zhang, Mingke Bie, Yong Chen, B. Feng
Cultural shock is one of the most striking problems in the cross-cultural adaptation of international students in clinical medicine in China. Based on the theory of cultural shock and practical education and administration for international students, this paper analyzes the causes of cultural shock in international students of clinical medicine from the perspectives of anxiety for academic prospect, insufficient cultural acceptance, psychological features, Chinese language proficiency and so on, and puts forward some strategies to overcome cultural shock and accelerate the cross-cultural adaptation, aiming to improve the quality of international students education and administration and promote the successful cross-cultural communication. Key words: Clinical medicine; International students in China; Cultural shock; Cross-cultural adaptation; Strategies
{"title":"Analysis on causes and strategies of the cultural shock in international students of clinical medicine in China","authors":"Lifang Zhu, Lan-Feng Zhang, Mingke Bie, Yong Chen, B. Feng","doi":"10.3760/CMA.J.ISSN.1673-677X.2020.03.005","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.1673-677X.2020.03.005","url":null,"abstract":"Cultural shock is one of the most striking problems in the cross-cultural adaptation of international students in clinical medicine in China. Based on the theory of cultural shock and practical education and administration for international students, this paper analyzes the causes of cultural shock in international students of clinical medicine from the perspectives of anxiety for academic prospect, insufficient cultural acceptance, psychological features, Chinese language proficiency and so on, and puts forward some strategies to overcome cultural shock and accelerate the cross-cultural adaptation, aiming to improve the quality of international students education and administration and promote the successful cross-cultural communication. \u0000 \u0000 \u0000Key words: \u0000Clinical medicine; International students in China; Cultural shock; Cross-cultural adaptation; Strategies","PeriodicalId":427675,"journal":{"name":"Chinese Journal of Medical Education","volume":"15 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":"114821681","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.2020.03.015
Licheng Zhao, Zhao-quan Jiang, Hongyu Li
Objective To explore the problems existing in the Doctoral students' academic papers of nursing under the background of subject evaluation, so as to provide scientific basis for the discipline construction of nursing. Methods From January 2019, 20 English papers and 10 Chinese papers were collected from 23 domestic primary discipline authorized units of nursing from December 2015 to December 2018. This paper analyzes the classification, influencing factors, citation times and the first author and corresponding author units. Results Totally 688 papers were collected. Among them, nursing professional papers accounted for 46.2% (318 / 688), nursing related papers accounted for 35.6% (245 / 688), and other academic papers accounted for 18.2% (125 / 688). The highest influential factors of nursing professional papers and nursing related papers were 6.02, of which 4.5% (31 / 688) were papers with more than 3 influencing factors, and 14.09 (41 / 688) were other academic papers with more than 3 influencing factors. Calculated by institutions, the total number of citations of submitted papers is 522 at most and 19 at least. 2.3% (16 / 688) of the papers were from the first author's unit and the submitting unit. Among the papers submitted by some universities, even 10.0% (3 / 30) of the first authors and corresponding authors are not authors of their own units. Conclusions There are more academic papers of non nursing major submitted by 23 colleges and universities, which indicates that some colleges and universities are not accurate enough in the development goal orientation of nursing discipline. The influencing factors and cited times of nursing academic papers are low. In the future, we should make clear the development direction of nursing discipline, strengthen the vertical research of nursing discipline, and improve the quality of nursing professional academic papers. Key words: Nursing; Subject evaluation; Academic paper evaluation; First level subject
{"title":"Analysis and reflection on the evaluation of academic papers of nursing doctoral students","authors":"Licheng Zhao, Zhao-quan Jiang, Hongyu Li","doi":"10.3760/CMA.J.ISSN.1673-677X.2020.03.015","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.1673-677X.2020.03.015","url":null,"abstract":"Objective \u0000To explore the problems existing in the Doctoral students' academic papers of nursing under the background of subject evaluation, so as to provide scientific basis for the discipline construction of nursing. \u0000 \u0000 \u0000Methods \u0000From January 2019, 20 English papers and 10 Chinese papers were collected from 23 domestic primary discipline authorized units of nursing from December 2015 to December 2018. This paper analyzes the classification, influencing factors, citation times and the first author and corresponding author units. \u0000 \u0000 \u0000Results \u0000Totally 688 papers were collected. Among them, nursing professional papers accounted for 46.2% (318 / 688), nursing related papers accounted for 35.6% (245 / 688), and other academic papers accounted for 18.2% (125 / 688). The highest influential factors of nursing professional papers and nursing related papers were 6.02, of which 4.5% (31 / 688) were papers with more than 3 influencing factors, and 14.09 (41 / 688) were other academic papers with more than 3 influencing factors. Calculated by institutions, the total number of citations of submitted papers is 522 at most and 19 at least. 2.3% (16 / 688) of the papers were from the first author's unit and the submitting unit. Among the papers submitted by some universities, even 10.0% (3 / 30) of the first authors and corresponding authors are not authors of their own units. \u0000 \u0000 \u0000Conclusions \u0000There are more academic papers of non nursing major submitted by 23 colleges and universities, which indicates that some colleges and universities are not accurate enough in the development goal orientation of nursing discipline. The influencing factors and cited times of nursing academic papers are low. In the future, we should make clear the development direction of nursing discipline, strengthen the vertical research of nursing discipline, and improve the quality of nursing professional academic papers. \u0000 \u0000 \u0000Key words: \u0000Nursing; Subject evaluation; Academic paper evaluation; First level subject","PeriodicalId":427675,"journal":{"name":"Chinese Journal of Medical Education","volume":"91 10 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":"128773321","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.2020.03.016
Chaosheng Zhou, Weishuang Tang, Jie Xu
Objective To investigate the effect of metacognition (MC) combined with SOAP (subjective, objective, assessment, plan )assessment method in clinical practice of rehabilitation therapy students. Methods Totally 40 rehabilitation therapy students from Shanghai Medical College and Tianhua College in the department of rehabilitation medicine, Shanghai Tenth People's Hospital from 2017 to 2018, were randomly divided into experimental and control groups. The experimental group received MC+ SOAP teaching method and the control group received SOAP teaching method.After three months, both groups were evaluated using the APP(assessment of physiotherapy practice, APP)and SOAP. Results After three months, The professional behavior[(15.10±0.71)vs(14.30±1.26)], analysis and planning[(14.85±0.93)vs(13.95±1.39)], intervention [(17.95±1.46)vs(16.90±1.61)]of the APP and the objective data[(4.40±0.75)vs(3.85±0.93)], assessment[(4.50±0.69)vs(3.90±0.97)], and planning [(4.40±0.60)vs(3.95±0.68)]of the SOAP assessment method in the experimental group were higher than those in the control group(all P<0.05). The total score of the APP scale in the experimental group was improved significantly in the control group[(14.85±0.93)vs(13.95±1.39), P<0.01]. Conclusions Metacognition combined with the SOAP assessment method can improve students' clinical skills, clinical reasoning, and strengthen the standardization of rehabilitation performance. Key words: Metacognition; SOAP; Rehabilitation
{"title":"Application of metacognition and SOAP assessment in clinical practice of rehabilitation therapy students","authors":"Chaosheng Zhou, Weishuang Tang, Jie Xu","doi":"10.3760/CMA.J.ISSN.1673-677X.2020.03.016","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.1673-677X.2020.03.016","url":null,"abstract":"Objective \u0000To investigate the effect of metacognition (MC) combined with SOAP (subjective, objective, assessment, plan )assessment method in clinical practice of rehabilitation therapy students. \u0000 \u0000 \u0000Methods \u0000Totally 40 rehabilitation therapy students from Shanghai Medical College and Tianhua College in the department of rehabilitation medicine, Shanghai Tenth People's Hospital from 2017 to 2018, were randomly divided into experimental and control groups. The experimental group received MC+ SOAP teaching method and the control group received SOAP teaching method.After three months, both groups were evaluated using the APP(assessment of physiotherapy practice, APP)and SOAP. \u0000 \u0000 \u0000Results \u0000After three months, The professional behavior[(15.10±0.71)vs(14.30±1.26)], analysis and planning[(14.85±0.93)vs(13.95±1.39)], intervention [(17.95±1.46)vs(16.90±1.61)]of the APP and the objective data[(4.40±0.75)vs(3.85±0.93)], assessment[(4.50±0.69)vs(3.90±0.97)], and planning [(4.40±0.60)vs(3.95±0.68)]of the SOAP assessment method in the experimental group were higher than those in the control group(all P<0.05). The total score of the APP scale in the experimental group was improved significantly in the control group[(14.85±0.93)vs(13.95±1.39), P<0.01]. \u0000 \u0000 \u0000Conclusions \u0000Metacognition combined with the SOAP assessment method can improve students' clinical skills, clinical reasoning, and strengthen the standardization of rehabilitation performance. \u0000 \u0000 \u0000Key words: \u0000Metacognition; SOAP; Rehabilitation","PeriodicalId":427675,"journal":{"name":"Chinese Journal of Medical Education","volume":"14 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":"127971533","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.2020.03.004
Song Zhou, L. Hao, Yue He, Cuixiang Yu, Liling Zha
Objective To investigate the current status of emotional intelligence and perceived professional benefits of nurses, and to analyze the relationship between them. Methods All 738 nurses from Zhuhai and Guangzhou in Guangdong province was investigated with general information questionnaire, emotional intelligence scale and nurses' perceived professional benefits scale. Results The average total score of emotional intelligence and perceived professional benefits was (3.73±0.58) and (4.07±0.53) respectively. Emotional intelligence and four dimensions were positively correlated with nursing perceived professional benefits and five dimensions (r=0.475~0.675, all P<0.01). Hierarchical regression analysis showed that emotional assessment of others(P<0.01)and self-emotion management (P<0.01) had positive predictive effect on perceived professional benefits, and explained 39.7% of the variance. Conclusions Nurses' emotional intelligence and perceived professional benefits were in the middle level and positively correlated. Managers of hospital may improve nurses' perceived professional benefits by strengthening the training of emotional intelligence. Key words: Nurses; Emotional intelligence; Perceived professional benefits; Positive psychology
{"title":"Effect of nurses' emotional intelligence on perceived professional benefit","authors":"Song Zhou, L. Hao, Yue He, Cuixiang Yu, Liling Zha","doi":"10.3760/CMA.J.ISSN.1673-677X.2020.03.004","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.1673-677X.2020.03.004","url":null,"abstract":"Objective \u0000To investigate the current status of emotional intelligence and perceived professional benefits of nurses, and to analyze the relationship between them. \u0000 \u0000 \u0000Methods \u0000All 738 nurses from Zhuhai and Guangzhou in Guangdong province was investigated with general information questionnaire, emotional intelligence scale and nurses' perceived professional benefits scale. \u0000 \u0000 \u0000Results \u0000The average total score of emotional intelligence and perceived professional benefits was (3.73±0.58) and (4.07±0.53) respectively. Emotional intelligence and four dimensions were positively correlated with nursing perceived professional benefits and five dimensions (r=0.475~0.675, all P<0.01). Hierarchical regression analysis showed that emotional assessment of others(P<0.01)and self-emotion management (P<0.01) had positive predictive effect on perceived professional benefits, and explained 39.7% of the variance. \u0000 \u0000 \u0000Conclusions \u0000Nurses' emotional intelligence and perceived professional benefits were in the middle level and positively correlated. Managers of hospital may improve nurses' perceived professional benefits by strengthening the training of emotional intelligence. \u0000 \u0000 \u0000Key words: \u0000Nurses; Emotional intelligence; Perceived professional benefits; Positive psychology","PeriodicalId":427675,"journal":{"name":"Chinese Journal of Medical Education","volume":"11 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":"128465440","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 : 2020-02-01DOI: 10.3760/CMA.J.ISSN.1673-677X.2020.02.004
H. Xiao
Objective To determine the effectiveness of medical ethics drama in the teaching of ideological and moral cultivation and the legal basis. Methods A simple random sampling method is used to collect 480 students of 5-year clinical medicine from Fujian Medical University in May 2019, through a self-made questionnaire to investigate the student's evaluation on the education outcome of medical ethics drama instruction. The questionnaire including 4 parts: participants' demographic characteristics, study condition, evaluation on medical ethics drama instruction and its suggestion. Results The overall score of the learning outcome evaluation on medical ethics drama is (40.86±7.09). Male students' value recognition on medical ethics drama is higher than female students [(15.87±3.45) vs (16.46±2.89), t=-2.015, P=0.044]. Students with cadre experience get higher score on participation [(16.79±2.91) vs (16.07±2.92)], innovative thinking [(8.26±1.67) vs (7.85±1.61)]and overall evaluation on medical ethics drama [(41.38±7.11) vs (39.85±6.95)] than those without cadre experience, the difference is statistically significant (all P<0.05). Multiple linear regression analysis shows that the degree of drama participation both and out of class, clarity of learning targets, role-playing investment are the influencing factors toward the evaluation of medical ethics drama. Conclusions The results demonstrate that medical ethics drama instruction has a good education effectiveness. Key words: Medical ethics drama; Effectiveness; Teaching; Evaluation
{"title":"Application of medical ethics drama in the teaching of ideological and moral cultivation and the legal basis","authors":"H. Xiao","doi":"10.3760/CMA.J.ISSN.1673-677X.2020.02.004","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.1673-677X.2020.02.004","url":null,"abstract":"Objective \u0000To determine the effectiveness of medical ethics drama in the teaching of ideological and moral cultivation and the legal basis. \u0000 \u0000 \u0000Methods \u0000A simple random sampling method is used to collect 480 students of 5-year clinical medicine from Fujian Medical University in May 2019, through a self-made questionnaire to investigate the student's evaluation on the education outcome of medical ethics drama instruction. The questionnaire including 4 parts: participants' demographic characteristics, study condition, evaluation on medical ethics drama instruction and its suggestion. \u0000 \u0000 \u0000Results \u0000The overall score of the learning outcome evaluation on medical ethics drama is (40.86±7.09). Male students' value recognition on medical ethics drama is higher than female students [(15.87±3.45) vs (16.46±2.89), t=-2.015, P=0.044]. Students with cadre experience get higher score on participation [(16.79±2.91) vs (16.07±2.92)], innovative thinking [(8.26±1.67) vs (7.85±1.61)]and overall evaluation on medical ethics drama [(41.38±7.11) vs (39.85±6.95)] than those without cadre experience, the difference is statistically significant (all P<0.05). Multiple linear regression analysis shows that the degree of drama participation both and out of class, clarity of learning targets, role-playing investment are the influencing factors toward the evaluation of medical ethics drama. \u0000 \u0000 \u0000Conclusions \u0000The results demonstrate that medical ethics drama instruction has a good education effectiveness. \u0000 \u0000 \u0000Key words: \u0000Medical ethics drama; Effectiveness; Teaching; Evaluation","PeriodicalId":427675,"journal":{"name":"Chinese Journal of Medical Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126193453","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 : 2020-02-01DOI: 10.3760/CMA.J.ISSN.1673-677X.2020.02.015
Qing-qi Zeng, Jianliu Wang, Jing Liu, T. Zhou, Yue Cui, Jie Gao
Objective To collect the nurses' evaluation to the professional ethics, communicating and cooperative capacity of residents from different sources in a residency institution, and to provide reference for achieving a quality homogenization. Methods Questionnaire survey was used. From April 2018 to April 2019, assessment of the professional ethics and communicating and cooperative capacity for 329 residents were conducted by 96 administrative nurses with "Digital Residence Training" APP in a residency institution. Results The proportions of the 3 indicators, "be compassionate and respect reasonable requirements of patients and their families" "be willing to listen and answer patient's questions using easy language" "dress in line with professional standards and neatly" , reflecting the professional ethics of these residents, ranked as "excellent" were 79.2%(889/1 122), 78.0%(875/1 122), and 83.9%(941/1 122), while the proportions of the 5 indicators, "respect nurse team and communicate effectively" "medical orders and medical documents are clear" "can be found when needed, respond timely to nurses report about patient's condition" "seek help timely from superior doctors and colleagues when needed" "inform nurses about the treatment and discharge plan of patients in time" , reflecting communicating and cooperative capacity, rated as "excellent" were 78.2%(877/1 122), 71.7%(804/1 122), 73.9%(829/1 122), 77.9%(874/1 122), and 71.7%(805/1 122) respectively. There was no statistically significant in scores of the professional ethics and communicating and cooperative capacity among the residents from other hospitals and graduate student, eight-year medical students and staff (P>0.05). Conclusions The professional ethics, communicating and cooperative capacity of residents were better as a whole. The professional ethics and communicating and cooperative capacity, which were homogeneous among residency from different sources. Key words: Residency training program; Nurse; Professional ethics; Communicating and cooperative capacity; Homogenization
{"title":"Evaluation of the different types of residents' professional ethics and communicating and cooperative capacity in the perspective of nurses","authors":"Qing-qi Zeng, Jianliu Wang, Jing Liu, T. Zhou, Yue Cui, Jie Gao","doi":"10.3760/CMA.J.ISSN.1673-677X.2020.02.015","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.1673-677X.2020.02.015","url":null,"abstract":"Objective \u0000To collect the nurses' evaluation to the professional ethics, communicating and cooperative capacity of residents from different sources in a residency institution, and to provide reference for achieving a quality homogenization. \u0000 \u0000 \u0000Methods \u0000Questionnaire survey was used. From April 2018 to April 2019, assessment of the professional ethics and communicating and cooperative capacity for 329 residents were conducted by 96 administrative nurses with \"Digital Residence Training\" APP in a residency institution. \u0000 \u0000 \u0000Results \u0000The proportions of the 3 indicators, \"be compassionate and respect reasonable requirements of patients and their families\" \"be willing to listen and answer patient's questions using easy language\" \"dress in line with professional standards and neatly\" , reflecting the professional ethics of these residents, ranked as \"excellent\" were 79.2%(889/1 122), 78.0%(875/1 122), and 83.9%(941/1 122), while the proportions of the 5 indicators, \"respect nurse team and communicate effectively\" \"medical orders and medical documents are clear\" \"can be found when needed, respond timely to nurses report about patient's condition\" \"seek help timely from superior doctors and colleagues when needed\" \"inform nurses about the treatment and discharge plan of patients in time\" , reflecting communicating and cooperative capacity, rated as \"excellent\" were 78.2%(877/1 122), 71.7%(804/1 122), 73.9%(829/1 122), 77.9%(874/1 122), and 71.7%(805/1 122) respectively. There was no statistically significant in scores of the professional ethics and communicating and cooperative capacity among the residents from other hospitals and graduate student, eight-year medical students and staff (P>0.05). \u0000 \u0000 \u0000Conclusions \u0000The professional ethics, communicating and cooperative capacity of residents were better as a whole. The professional ethics and communicating and cooperative capacity, which were homogeneous among residency from different sources. \u0000 \u0000 \u0000Key words: \u0000Residency training program; Nurse; Professional ethics; Communicating and cooperative capacity; Homogenization","PeriodicalId":427675,"journal":{"name":"Chinese Journal of Medical Education","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126235581","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 : 2020-02-01DOI: 10.3760/CMA.J.ISSN.1673-677X.2020.02.009
Ping He, Wen Chen, L. Cui
Objective To investigate the minimal and essential practice for learning breast imaging reporting and data system (BI-RADS ) for ultrasound, investigate the regular pattern of its learning, so as to provide reference for clinical training and evaluation. Methods Eight first-year residents, ten second-year residents and ten refresher doctors were trained for BI-RADS for ultrasound using the non-randomized experimental studies from October 2017 to October 2018. One hundred breast tumors were randomly divided into 5 groups with 20 cases in each group. Scores were compared among the 5 groups according to the results of chief physicians and the learning curve of was analyzed. Results The learning curve for the three categories of physicians increased significantly from the second time, while the trend of the second time to the fifth time was relatively stable. There were statistically significant differences in the diagnostic scores between the first time and second time for first-year residents, second-year residents and refresher doctors [(28.8±16.9) vs (50.0±9.3), (31.5±7.5) vs (53.5±6.7), (50.5±8.0) vs (62.0±13.4); all P<0.05]. Conclusions Residents and refresher physicians may master the BI-RADS dictionary after the theoretical training of BI-RADS dictionary and the reading training of about 40 cases. Key words: Ultrasound; Breast imaging reporting and data system; Learning curve
{"title":"Research on the learning curve of breast imaging reporting and data system for ultrasound","authors":"Ping He, Wen Chen, L. Cui","doi":"10.3760/CMA.J.ISSN.1673-677X.2020.02.009","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.1673-677X.2020.02.009","url":null,"abstract":"Objective \u0000To investigate the minimal and essential practice for learning breast imaging reporting and data system (BI-RADS ) for ultrasound, investigate the regular pattern of its learning, so as to provide reference for clinical training and evaluation. \u0000 \u0000 \u0000Methods \u0000Eight first-year residents, ten second-year residents and ten refresher doctors were trained for BI-RADS for ultrasound using the non-randomized experimental studies from October 2017 to October 2018. One hundred breast tumors were randomly divided into 5 groups with 20 cases in each group. Scores were compared among the 5 groups according to the results of chief physicians and the learning curve of was analyzed. \u0000 \u0000 \u0000Results \u0000The learning curve for the three categories of physicians increased significantly from the second time, while the trend of the second time to the fifth time was relatively stable. There were statistically significant differences in the diagnostic scores between the first time and second time for first-year residents, second-year residents and refresher doctors [(28.8±16.9) vs (50.0±9.3), (31.5±7.5) vs (53.5±6.7), (50.5±8.0) vs (62.0±13.4); all P<0.05]. \u0000 \u0000 \u0000Conclusions \u0000Residents and refresher physicians may master the BI-RADS dictionary after the theoretical training of BI-RADS dictionary and the reading training of about 40 cases. \u0000 \u0000 \u0000Key words: \u0000Ultrasound; Breast imaging reporting and data system; Learning curve","PeriodicalId":427675,"journal":{"name":"Chinese Journal of Medical Education","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131873312","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 To explore the teaching effects of an online case-based learning (CBL) system for prosthodontics. Methods 25 graduate students in clinical practice at the Department of Prosthodontics, Peking University School of Stomatology during 2019 participated in an online CBL system for prosthodontics for one week. All candidates had received learning training using traditional case-based learning system before the online training. After the study, a questionnaire survey including Likert scale was conducted for graduate students. The convenience of using, the ability to promote clinical thinking, and the ability to increase clinical experience were evaluated between traditional CBL system and the online CBL system for prosthodontics using the paired t test. The questionnaire was conducted anonymously. Results Compared with traditional CBL system, the online CBL system for prosthodontics has better convenience[(4.20±0.82)vs(3.80±0.41), P=0.01] There is no significant difference in improvement thinking ability [(4.06±0.89)vs(3.84±0.37), P=0.03]. It can better improve clinical ability of postgraduates [(4.00±0.82)vs(3.76±0.44), P=0.13]. More than 72.0% (18/25) of candidates accepted and were willing to continue to use the online CBL system, and 40.0% (10/25) of candidates are willing to use the online CBL system by using sporadic time. Conclusions The online CBL system for prosthodontics is a convenient way for learning with good practicality, which is accepted by most candidates. Key words: Case-based learning(CBL); Online learning system; Teaching method; Prosthodontics; Clinical practice
{"title":"Application of an online case-based learning system for prosthodontics","authors":"Jian-zhang Liu, Zhanqiang Cao, Yunsong Liu, Yongsheng Zhou","doi":"10.3760/CMA.J.ISSN.1673-677X.2020.02.007","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.1673-677X.2020.02.007","url":null,"abstract":"Objective \u0000To explore the teaching effects of an online case-based learning (CBL) system for prosthodontics. \u0000 \u0000 \u0000Methods \u000025 graduate students in clinical practice at the Department of Prosthodontics, Peking University School of Stomatology during 2019 participated in an online CBL system for prosthodontics for one week. All candidates had received learning training using traditional case-based learning system before the online training. After the study, a questionnaire survey including Likert scale was conducted for graduate students. The convenience of using, the ability to promote clinical thinking, and the ability to increase clinical experience were evaluated between traditional CBL system and the online CBL system for prosthodontics using the paired t test. The questionnaire was conducted anonymously. \u0000 \u0000 \u0000Results \u0000Compared with traditional CBL system, the online CBL system for prosthodontics has better convenience[(4.20±0.82)vs(3.80±0.41), P=0.01] There is no significant difference in improvement thinking ability [(4.06±0.89)vs(3.84±0.37), P=0.03]. It can better improve clinical ability of postgraduates [(4.00±0.82)vs(3.76±0.44), P=0.13]. More than 72.0% (18/25) of candidates accepted and were willing to continue to use the online CBL system, and 40.0% (10/25) of candidates are willing to use the online CBL system by using sporadic time. \u0000 \u0000 \u0000Conclusions \u0000The online CBL system for prosthodontics is a convenient way for learning with good practicality, which is accepted by most candidates. \u0000 \u0000 \u0000Key words: \u0000Case-based learning(CBL); Online learning system; Teaching method; Prosthodontics; Clinical practice","PeriodicalId":427675,"journal":{"name":"Chinese Journal of Medical Education","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133339796","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 : 2020-02-01DOI: 10.3760/CMA.J.ISSN.1673-677X.2020.02.008
Xiaolu Wang, F. Chen, Qingwen Deng
Immersive virtual reality technology can be used for simulation operation of instruments and virtual warnings of accidents in pharmaceutical experiments. It offers many benefits such as materializing abstract concepts and providing human-machine interaction. Deep integration of immersive virtual reality technology and pharmaceutical experimental teaching reflects the application of science & technology and information in the section of higher medical education. This paper summarizes the drawbacks and difficulties in traditional pharmaceutical experimental teaching, elaborating on the specific application of immersive virtual reality technology in pharmaceutical experimental teaching, the challenges faced in the application and the corresponding countermeasures. The paper also looks forward to the application prospect of immersive virtual reality technology with the aim of improving the effectiveness of pharmaceutical experimental teaching in medical colleges as well as cultivating the practical abilities and innovative spirit of pharmaceutical talents. Key words: Immersive; Virtual reality; Pharmacy experiment; Application
{"title":"Application of immersive virtual reality technology in pharmacy experimental teaching","authors":"Xiaolu Wang, F. Chen, Qingwen Deng","doi":"10.3760/CMA.J.ISSN.1673-677X.2020.02.008","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.1673-677X.2020.02.008","url":null,"abstract":"Immersive virtual reality technology can be used for simulation operation of instruments and virtual warnings of accidents in pharmaceutical experiments. It offers many benefits such as materializing abstract concepts and providing human-machine interaction. Deep integration of immersive virtual reality technology and pharmaceutical experimental teaching reflects the application of science & technology and information in the section of higher medical education. This paper summarizes the drawbacks and difficulties in traditional pharmaceutical experimental teaching, elaborating on the specific application of immersive virtual reality technology in pharmaceutical experimental teaching, the challenges faced in the application and the corresponding countermeasures. The paper also looks forward to the application prospect of immersive virtual reality technology with the aim of improving the effectiveness of pharmaceutical experimental teaching in medical colleges as well as cultivating the practical abilities and innovative spirit of pharmaceutical talents. \u0000 \u0000 \u0000Key words: \u0000Immersive; Virtual reality; Pharmacy experiment; Application","PeriodicalId":427675,"journal":{"name":"Chinese Journal of Medical Education","volume":"91 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114263027","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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