Pub Date : 2020-02-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2020.02.006
Jiandong Yin, Lirong Song, Zhi-an Chen, Q. Guo
The medical imaging technology (MIT) specialty hasn't been set up for a long time in China, and the mode of educating students in other institutions vary greatly among different universities. There are several disadvantages in MIT specialty set up in the Affiliated hospitals of universities, such as unreasonable curriculum system, imperfections in teaching and research department, and inadequate guidance on students' innovation ability. Therefore, the solutions for alleviating the above problems that are unfavorable factors to education are proposed, so as to further improve the model of MIT specialty set up in the affiliated hospitals of universities and produce more competent graduates. Key words: Medical imaging technology; Cultivation program; Curriculum system; Innovation
{"title":"Problems and reflections on the construction of medical imaging technology specialty in affiliated hospitals of universities","authors":"Jiandong Yin, Lirong Song, Zhi-an Chen, Q. Guo","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.02.006","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.02.006","url":null,"abstract":"The medical imaging technology (MIT) specialty hasn't been set up for a long time in China, and the mode of educating students in other institutions vary greatly among different universities. There are several disadvantages in MIT specialty set up in the Affiliated hospitals of universities, such as unreasonable curriculum system, imperfections in teaching and research department, and inadequate guidance on students' innovation ability. Therefore, the solutions for alleviating the above problems that are unfavorable factors to education are proposed, so as to further improve the model of MIT specialty set up in the affiliated hospitals of universities and produce more competent graduates. \u0000 \u0000 \u0000Key words: \u0000Medical imaging technology; Cultivation program; Curriculum system; Innovation","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"19 1","pages":"145-148"},"PeriodicalIF":0.0,"publicationDate":"2020-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42663870","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 : 2020-02-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2020.02.002
Jianmin Wang
The combination of the training for postgraduates pursuing professional degree in clinical medicine and the standardized training for residents shows many advantages as well as problems in the comprehensive quality development such as lower enthusiasm towards public affairs, insufficient self-directed learning and research capacity. Moreover, supervisors' role in the whole process and aspects of education needs to be highlighted and higher requirements on professionalism are needed. In this paper, the details of these problems as well as challenges are analyzed and specific suggestions have been provided, such as establishing a comprehensive evaluation system for postgraduates, improving guidance on students' behavior, innovating the management system and activity carrier for postgraduates, strengthening the training of research capacity, promoting "double vocation" education, reinforcing supervisors' role in leading students, focusing on professionalism cultivation and strengthening the education of medical ultimate values. Key words: Combination; Professional degree of clinical medicine; Graduate student; Comprehensive quality
{"title":"Practical exploration of comprehensive quality development for postgraduates pursuing professional degree in clinical medicine under the combined training model","authors":"Jianmin Wang","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.02.002","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.02.002","url":null,"abstract":"The combination of the training for postgraduates pursuing professional degree in clinical medicine and the standardized training for residents shows many advantages as well as problems in the comprehensive quality development such as lower enthusiasm towards public affairs, insufficient self-directed learning and research capacity. Moreover, supervisors' role in the whole process and aspects of education needs to be highlighted and higher requirements on professionalism are needed. In this paper, the details of these problems as well as challenges are analyzed and specific suggestions have been provided, such as establishing a comprehensive evaluation system for postgraduates, improving guidance on students' behavior, innovating the management system and activity carrier for postgraduates, strengthening the training of research capacity, promoting \"double vocation\" education, reinforcing supervisors' role in leading students, focusing on professionalism cultivation and strengthening the education of medical ultimate values. \u0000 \u0000 \u0000Key words: \u0000Combination; Professional degree of clinical medicine; Graduate student; Comprehensive quality","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"19 1","pages":"129-133"},"PeriodicalIF":0.0,"publicationDate":"2020-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43894944","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 : 2020-02-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2020.02.001
Q. Liang
Aiming at the problems of medical practice education in China (lack of standardization, continuity and guarantee mechanism), this paper gives a deep analysis of the causes and effects of the above current problems, so as to put forward suggestions and specific measures for standardizing practice education for medical postgraduates. Practice education should be standardized by constructing a system, sustained by training medical ethics, and innovated by sharing information. In this paper, the concept of practice education for medical postgraduates and the specific measures for constructing a standardized system are specifically introduced to provide useful references for the establishment of practice education model and evaluation system that are suitable for the comprehensive development of medical postgraduates in China. Key words: Practice education; Postgraduate training; Medicine
{"title":"The profound influence of standardized practice education on the training of medical postgraduates","authors":"Q. Liang","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.02.001","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.02.001","url":null,"abstract":"Aiming at the problems of medical practice education in China (lack of standardization, continuity and guarantee mechanism), this paper gives a deep analysis of the causes and effects of the above current problems, so as to put forward suggestions and specific measures for standardizing practice education for medical postgraduates. Practice education should be standardized by constructing a system, sustained by training medical ethics, and innovated by sharing information. In this paper, the concept of practice education for medical postgraduates and the specific measures for constructing a standardized system are specifically introduced to provide useful references for the establishment of practice education model and evaluation system that are suitable for the comprehensive development of medical postgraduates in China. \u0000 \u0000 \u0000Key words: \u0000Practice education; Postgraduate training; Medicine","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"19 1","pages":"125-128"},"PeriodicalIF":0.0,"publicationDate":"2020-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44101691","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 : 2020-02-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2020.02.016
Lan Lan, Jianfeng Chen, Shaohui Li, Xiao Wen
Clinical practice teaching of anesthesiology and critical care medicine course belongs to the module of clinical anesthetic application in the anesthesia teaching system. The basic idea for establishing this course is the clinical anesthesiology practice teaching which combines with clinical critical cases in accordance with the classification of the disease systems, and bases on pathophysiological theories of various organs. Real clinical cases were collected during the practice teaching, and discussed via students-teaching method. Then we comprehensively utilized task-oriented teaching, case-based teaching and problem-based learning, guided students to complete comprehensive analysis of various organ diseases on the basis of team cooperation, and improved students' practical problem-solving ability for clinical critical diseases by asking questions after reading books and guidelines. Key words: Critical care medicine; Task-oriented teaching; Case-based teaching; Team cooperation
{"title":"Curriculum design and exploration of clinical practice teaching in anesthesiology and critical care medicine","authors":"Lan Lan, Jianfeng Chen, Shaohui Li, Xiao Wen","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.02.016","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.02.016","url":null,"abstract":"Clinical practice teaching of anesthesiology and critical care medicine course belongs to the module of clinical anesthetic application in the anesthesia teaching system. The basic idea for establishing this course is the clinical anesthesiology practice teaching which combines with clinical critical cases in accordance with the classification of the disease systems, and bases on pathophysiological theories of various organs. Real clinical cases were collected during the practice teaching, and discussed via students-teaching method. Then we comprehensively utilized task-oriented teaching, case-based teaching and problem-based learning, guided students to complete comprehensive analysis of various organ diseases on the basis of team cooperation, and improved students' practical problem-solving ability for clinical critical diseases by asking questions after reading books and guidelines. \u0000 \u0000 \u0000Key words: \u0000Critical care medicine; Task-oriented teaching; Case-based teaching; Team cooperation","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"19 1","pages":"185-188"},"PeriodicalIF":0.0,"publicationDate":"2020-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44210445","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 : 2020-02-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2020.02.017
Wencan Zheng, Yanmei Fa, Jia-hua Guo
Objective To evaluate the effect of special teaching on anti-bacterial drugs that applied the problem-based learning combined with case-based learning. Method s A total of 100 pharmaceutical students who participated in internships in Qujing First People's Hospital of Yunnan Province from 2018 to 2019 were included. According to the career plan after graduation, the students were divided into experimental group (to be engaged in clinical pharmacy) and control group (to be engaged in drug dispensing). There were 50 people in the experimental group, who received the problem-based learning combined with case-based learning teaching mode on the basis of traditional theoretical teaching (basic theoretical knowledge teaching). There were 50 people in the control group, who received only the traditional teaching mode. After the internship, the quality of teaching was assessed through examinations and questionnaires. Result s There were no significant differences in the overall scores and individual scores of the objective questions (P>0.05). The overall scores and individual scores of the case analysis of the experimental group were significantly higher than those of the control group (P<0.05). The enthusiasm and initiative, and ability of clinical thinking, innovative practice, communication, team work of the experimental group were significantly better than those of the control group (P<0.01). Conclusion The problem-based learning combined with case-based learning teaching method is superior to the traditional theoretical teaching mode, which can significantly improve the teaching quality of antimicrobials for pharmacy interns. It is worth being promoted in teaching. Key words: Problem-based learning; Case-based learning; Pharmacy interns; Antibacterial drug; Teaching quality
{"title":"Problem-based learning combined with case-based learning teaching mode in improving the teaching quality of antibacterial drugs for pharmacy interns","authors":"Wencan Zheng, Yanmei Fa, Jia-hua Guo","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.02.017","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.02.017","url":null,"abstract":"Objective \u0000To evaluate the effect of special teaching on anti-bacterial drugs that applied the problem-based learning combined with case-based learning. \u0000 \u0000 \u0000Method \u0000s A total of 100 pharmaceutical students who participated in internships in Qujing First People's Hospital of Yunnan Province from 2018 to 2019 were included. According to the career plan after graduation, the students were divided into experimental group (to be engaged in clinical pharmacy) and control group (to be engaged in drug dispensing). There were 50 people in the experimental group, who received the problem-based learning combined with case-based learning teaching mode on the basis of traditional theoretical teaching (basic theoretical knowledge teaching). There were 50 people in the control group, who received only the traditional teaching mode. After the internship, the quality of teaching was assessed through examinations and questionnaires. \u0000 \u0000 \u0000Result \u0000s There were no significant differences in the overall scores and individual scores of the objective questions (P>0.05). The overall scores and individual scores of the case analysis of the experimental group were significantly higher than those of the control group (P<0.05). The enthusiasm and initiative, and ability of clinical thinking, innovative practice, communication, team work of the experimental group were significantly better than those of the control group (P<0.01). \u0000 \u0000 \u0000Conclusion \u0000The problem-based learning combined with case-based learning teaching method is superior to the traditional theoretical teaching mode, which can significantly improve the teaching quality of antimicrobials for pharmacy interns. It is worth being promoted in teaching. \u0000 \u0000 \u0000Key words: \u0000Problem-based learning; Case-based learning; Pharmacy interns; Antibacterial drug; Teaching quality","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"19 1","pages":"189-193"},"PeriodicalIF":0.0,"publicationDate":"2020-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48764481","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 : 2020-02-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2020.02.003
Qin Zhang, Wen Zeng, Chunyan Cheng
Objective To investigate the satisfaction of postgraduates in clinical medicine with professional courses in secondary disciplines and analyze the existing problems so as to put forward suggestions for improvement. Method s A self-designed questionnaire was used to investigate the satisfaction of 1 342 postgraduates in clinical medicine with professional courses learning at West China School of Medicine of Sichuan University, 1 330 were effectively received. Descriptive analysis and chi-square test were performed to analyze the data using SPSS 19.0. Result s The satisfaction degree of postgraduates in clinical medicine with the setting, teaching content and teaching effect of professional courses was significantly higher than that of the national postgraduates (P<0.01), among which the satisfaction degree on implementation effect of the professional course plan was the highest (86.7%) and the satisfaction degree on rationality of the professional course setting was the lowest (79.3%). Doctoral students were more satisfied with the rationality of professional course setting, implementation effect, teaching method, teaching content, teaching effect and learning resources than postgraduates (P<0.01). Postgraduates pursuing academic degree were more satisfied with the rationality of professional course setting than postgraduates pursing professional degree (P<0.01). Conclusion The satisfaction of postgraduates inn clinical medicine with professional courses in secondary disciplines in Sichuan University is above the average level in China, but the courses still need to be further adjusted and optimized according to the needs of students in different degree types and academic levels. Key words: Clinical medicine; Graduate student; Course; Satisfaction
{"title":"Investigation and analysis of satisfaction of postgraduates in clinical medicine with professional courses","authors":"Qin Zhang, Wen Zeng, Chunyan Cheng","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.02.003","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.02.003","url":null,"abstract":"Objective \u0000To investigate the satisfaction of postgraduates in clinical medicine with professional courses in secondary disciplines and analyze the existing problems so as to put forward suggestions for improvement. \u0000 \u0000 \u0000Method \u0000s A self-designed questionnaire was used to investigate the satisfaction of 1 342 postgraduates in clinical medicine with professional courses learning at West China School of Medicine of Sichuan University, 1 330 were effectively received. Descriptive analysis and chi-square test were performed to analyze the data using SPSS 19.0. \u0000 \u0000 \u0000Result \u0000s The satisfaction degree of postgraduates in clinical medicine with the setting, teaching content and teaching effect of professional courses was significantly higher than that of the national postgraduates (P<0.01), among which the satisfaction degree on implementation effect of the professional course plan was the highest (86.7%) and the satisfaction degree on rationality of the professional course setting was the lowest (79.3%). Doctoral students were more satisfied with the rationality of professional course setting, implementation effect, teaching method, teaching content, teaching effect and learning resources than postgraduates (P<0.01). Postgraduates pursuing academic degree were more satisfied with the rationality of professional course setting than postgraduates pursing professional degree (P<0.01). \u0000 \u0000 \u0000Conclusion \u0000The satisfaction of postgraduates inn clinical medicine with professional courses in secondary disciplines in Sichuan University is above the average level in China, but the courses still need to be further adjusted and optimized according to the needs of students in different degree types and academic levels. \u0000 \u0000 \u0000Key words: \u0000Clinical medicine; Graduate student; Course; Satisfaction","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"19 1","pages":"133-137"},"PeriodicalIF":0.0,"publicationDate":"2020-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48996255","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 : 2020-02-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2020.02.005
Yuhuan Liang, Jing-ying Meng, Jianliang Qiao
Objective To explore the application of formative assessment in clinical skills simulated training course. Method s The clinical skills simulated training course for excellent doctors in our school was selected as the research focus, students of Grade 2014 adopted traditional summative evaluation (control group), and the multi-station examination was used as evaluation method. Students of Grade 2015 adopted the formative evaluation on the basis of summative evaluation (experimental group), a diversified evaluation system was established, including inter-group evaluation by students, random evaluation by teachers, feedback of operation videos of different stages and real-time feedback of students' opinions after class. Questionnaires were conducted among students and teachers at the end of the course. Result s The scores of the experimental group were higher than those of the control group, with differences being statistically significant (P<0.05). Questionnaires showed that the proportion of "good" selected by teachers and students in the feedback of formative assessment was markedly higher than that of "just so-so" and "bad", indicating that formative assessment is conducive to increasing students' initiative for self-studying, improving students' learning effect, comprehensively and accurately evaluating students' clinical operational skills, as well as improving the teaching level of clinical practice skills. Conclusion The diversified evaluation system, which combines formative evaluation with summative evaluation, has achieved good teaching results in clinical skills simulated training course and it is worth to be widely applied. Key words: Formative assessment; Summative assessment; Clinical skills simulated training course
{"title":"Application of formative assessment in clinical skills simulated training course","authors":"Yuhuan Liang, Jing-ying Meng, Jianliang Qiao","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.02.005","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.02.005","url":null,"abstract":"Objective \u0000To explore the application of formative assessment in clinical skills simulated training course. \u0000 \u0000 \u0000Method \u0000s The clinical skills simulated training course for excellent doctors in our school was selected as the research focus, students of Grade 2014 adopted traditional summative evaluation (control group), and the multi-station examination was used as evaluation method. Students of Grade 2015 adopted the formative evaluation on the basis of summative evaluation (experimental group), a diversified evaluation system was established, including inter-group evaluation by students, random evaluation by teachers, feedback of operation videos of different stages and real-time feedback of students' opinions after class. Questionnaires were conducted among students and teachers at the end of the course. \u0000 \u0000 \u0000Result \u0000s The scores of the experimental group were higher than those of the control group, with differences being statistically significant (P<0.05). Questionnaires showed that the proportion of \"good\" selected by teachers and students in the feedback of formative assessment was markedly higher than that of \"just so-so\" and \"bad\", indicating that formative assessment is conducive to increasing students' initiative for self-studying, improving students' learning effect, comprehensively and accurately evaluating students' clinical operational skills, as well as improving the teaching level of clinical practice skills. \u0000 \u0000 \u0000Conclusion \u0000The diversified evaluation system, which combines formative evaluation with summative evaluation, has achieved good teaching results in clinical skills simulated training course and it is worth to be widely applied. \u0000 \u0000 \u0000Key words: \u0000Formative assessment; Summative assessment; Clinical skills simulated training course","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"19 1","pages":"141-144"},"PeriodicalIF":0.0,"publicationDate":"2020-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43485825","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 : 2020-02-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2020.02.009
Ye Lu, Hao Tang, Yifan Zhang
Application of "Micro-course + Moso Teach APP" in the course of pharmaceutical analysis is an exploration of new "Internet +" education model. Using education resources online and mobile teaching APP can effectively solve some problems of traditional teaching methods in the course of pharmaceutical analysis, enrich the content design and improve the teaching effect and quality. It also helps to establish a student-centered teaching model and an evaluation system. In this paper, the advantages and practical experience of "Micro-course + Moso Teach APP" in the teaching of pharmaceutical analysis course were concluded through the comparison between new and traditional teaching methods and effects, as well as the design and implementation of classroom teaching and experimental teaching plans. Key words: Pharmaceutical analysis; Micro-course; Moso teach APP; Blending teaching
{"title":"Application of \"micro-course + moso teach APP\" in the course of pharmaceutical analysis","authors":"Ye Lu, Hao Tang, Yifan Zhang","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.02.009","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.02.009","url":null,"abstract":"Application of \"Micro-course + Moso Teach APP\" in the course of pharmaceutical analysis is an exploration of new \"Internet +\" education model. Using education resources online and mobile teaching APP can effectively solve some problems of traditional teaching methods in the course of pharmaceutical analysis, enrich the content design and improve the teaching effect and quality. It also helps to establish a student-centered teaching model and an evaluation system. In this paper, the advantages and practical experience of \"Micro-course + Moso Teach APP\" in the teaching of pharmaceutical analysis course were concluded through the comparison between new and traditional teaching methods and effects, as well as the design and implementation of classroom teaching and experimental teaching plans. \u0000 \u0000 \u0000Key words: \u0000Pharmaceutical analysis; Micro-course; Moso teach APP; Blending teaching","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"19 1","pages":"156-159"},"PeriodicalIF":0.0,"publicationDate":"2020-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45419025","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 : 2020-02-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2020.02.004
Hui-qi Liu, Xuecheng Cao, Jie Liu, Sheng-lan Wang
Qinghai University lies in western China. There are some gaps between western and eastern universities at student level, education fund, experiment condition and technique supply for graduate students. To improve educational quality for graduate students, Department of Pathophysiology of Qinghai University focused on teaching methods, evaluation approaches and capacity of teachers and constructed a course named Clinical Pathophysiology for scientific research graduate students. The course adopted a series of measures such as combining lectures with students' self-learning (PBL, paper discussion, lecture for students), introducing experts from other schools to give lectures, establishing formative evaluation, optimizing teacher's group and so on, which have gained some achievements and improved the training quality for graduate students. Key words: Graduate student; Clinical pathophysiology; Course construction
{"title":"Course construction and practice of clinical pathophysiology for postgraduate student","authors":"Hui-qi Liu, Xuecheng Cao, Jie Liu, Sheng-lan Wang","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.02.004","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.02.004","url":null,"abstract":"Qinghai University lies in western China. There are some gaps between western and eastern universities at student level, education fund, experiment condition and technique supply for graduate students. To improve educational quality for graduate students, Department of Pathophysiology of Qinghai University focused on teaching methods, evaluation approaches and capacity of teachers and constructed a course named Clinical Pathophysiology for scientific research graduate students. The course adopted a series of measures such as combining lectures with students' self-learning (PBL, paper discussion, lecture for students), introducing experts from other schools to give lectures, establishing formative evaluation, optimizing teacher's group and so on, which have gained some achievements and improved the training quality for graduate students. \u0000 \u0000 \u0000Key words: \u0000Graduate student; Clinical pathophysiology; Course construction","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"19 1","pages":"138-140"},"PeriodicalIF":0.0,"publicationDate":"2020-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48373896","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 : 2020-02-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2020.02.018
L. Gong, Wenjing Yao, Qian Chen, Qiu-Jin Yao, Gangchen Liu, P. Zhao, Li-qin Zou
To strengthen the management of residents standardized training process, so as to further improve the homogenized construction of residents standardized training, we constructed a standardized assessment system for residents training process according to the principle of "teaching-examination separation", including a new independent team of examiners, standardization of the assessment process, and expansion of standardized test bank of practical skills and medical cases. Results showed that the rates of attendance, 360-degree evaluation completion, and post-department examination, and annual assessment were all improved. The new assessment system of "teaching-examination separation" for residents standardized training strictly ensures the training quality and plays an active role in promotion of training by tests, being fair and just, and improving the efficiency and homogenization of resident standardized training, which is worthy of further research and popularization. Key words: Teaching-examination separation; Assessment system; Resident standardized training; Homogenization
{"title":"Construction and clinical practice of a new \"teaching-examination separation\" assessment system in standardized resident training","authors":"L. Gong, Wenjing Yao, Qian Chen, Qiu-Jin Yao, Gangchen Liu, P. Zhao, Li-qin Zou","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.02.018","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.02.018","url":null,"abstract":"To strengthen the management of residents standardized training process, so as to further improve the homogenized construction of residents standardized training, we constructed a standardized assessment system for residents training process according to the principle of \"teaching-examination separation\", including a new independent team of examiners, standardization of the assessment process, and expansion of standardized test bank of practical skills and medical cases. Results showed that the rates of attendance, 360-degree evaluation completion, and post-department examination, and annual assessment were all improved. The new assessment system of \"teaching-examination separation\" for residents standardized training strictly ensures the training quality and plays an active role in promotion of training by tests, being fair and just, and improving the efficiency and homogenization of resident standardized training, which is worthy of further research and popularization. \u0000 \u0000 \u0000Key words: \u0000Teaching-examination separation; Assessment system; Resident standardized training; Homogenization","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"19 1","pages":"194-198"},"PeriodicalIF":0.0,"publicationDate":"2020-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47311521","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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