ABSTRACT
Objective To improve the mode of clinical medicine postgraduates for specialty degree by OSCE. Methods Clinical medicine postgraduates for specialty degree of Grade 2010 and 2011 were enrolled as research objects. The OSCE scores of the students of Grade 2010 were analyzed and the problems in clinical skills training were summarized. In the last year of clinical training for the clinical medical students of Grade 2011, the reform of clinical skills training was implemented with such improvement measures as publishing last year achievement, analyzing OSCE assessment, strength-ening the supervision of the department of clinical skill training, strengthening the examination as-sessment efforts and organizing collective training. And finally the OSCE scores of the students of Grade 2011 were compared with the scores of the students of Grade 2010. SPSS 19.0 was used to analyze the OSCE scores. Quantitative data were expressed as x±s. T test and Chi-squared test were em-ployed to do statistical analysis, with the inspection level of α=0.05. Result The graduate exami-nation OSCE scores of clinical medicine professional master's degree postgraduates of Grade 2010 display that the failure rate of SP, Physical, Surgical Operation, CPR and Case analysis are more than 5%. After the improvement of clinical skill training, using independent samples t test and chi square test, and contrasting grade 2010, the failure rate of the OSCE score of Grade 2011 in physical examination, surgical operation, site emergency station, CPR station, and case analysis station is significantly improved (P<0.05). Conclusions Improving the mode of clinical skill training by OSCE and performance analysis can effectively enhance clinical competence.
ABSTRACT
Postgraduate education is the highest leveled education in the national education hierarchy and bears the historic task of providing top-notch innovative personnel for the country and conducting independent innovation. At present,the medical degree is divided into two types: clinical scientific degree and clinical professional degree. Clinical scientific degree is different from clinical professional degree due to its importance and peculiarities. Therefore,education for postgraduates with clinical scientific degree faces many problems in enrollment,research and clinical capacity develop-ment and evaluation system. Through reforming enrollment plan,strengthening capacity building and establishing sound clinical education evaluation system can further improve training quality for post-graduates with clinical scientific degree.
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Objective:To understand the difference of personality characteristics between left-behind and non-left-behind children in one elementary school of Tongliang,to provide the theoretical evidence for the standardized tutorship of psychological healthy behavior.Methods:A questionnaire was conducted in an elementary school in Tongliang,which included 364 students from grade three to five.A total of 271 children were left-behind ones(male 161,female 110),and the rest were non-left-behind(male 52,female 41).The cluster sampling method was based on the Eysenck Personality Questionnaire(EPQ).Results:E、L dimensions of children with both parents out and only one out were significantly different(P
ABSTRACT
Objective:To investigate the situation of cognitive ability among people in the elderly housing in Chongqing.Methods:A cross-sectional study was respectively conducted among the elderly people aged 65 years or above sampled from each elderly housing in Chongqing's eight primary districts.The cluster sampling method was based on the Mini-Mental State Examination(MMSE),Activity of daily living scale(ADL),Symptom checklist 90(SCL-90) and demographic questionnaire.Results:In the aspects of gender,profession and education,there were significant differences between the well-being elders and the diseased elders(P