ABSTRACT
Objective To establish the examination criteria for the prosthodontic clinical practice using Delphi method,to improve the evaluation level of clinical practice of dental students.Method 15 clinical experts in the department of prosthodontics,Peking University School of Stomatology were selected in this study.The evaluation indicators system of prosthodontic clinical practice was established by two rounds of investigations by Delphi method.Initiative ratio and authority coefficient (Cr) of the experts were used to evaluate the reliability of the new examination criteria.Next,the eight-year program students in class of 2007 (38 students) and 2008 (34 students) were examined by old and new examination criteria respectively and the feedback of the students were collected by the method of questionnaire.SPSS 16.0 was used for data processing.Results In this study,the initiative and the authority of the experts was very high,and the initiative ratio and authority coefficient were 100％ and 0.860 respectively.A new examination criterion of prosthodontic clinical practice was established,including 3 first-level indicators,9 second-level indicators and 19 third-level indicators.Questionnaire analysis revealed that only 12％ (n=4) and 9％ (n=3)of the students in class of 2008 considered the new examination criteria was not comprehensive enough or objective enough,which was obviously less than the students in class of 2007 [45％ (n=17) and 36％ (n=14)].Conclusion A new examination criterion of prosthodontic clinical practice was successfully established by Delphi method.The new examination criterion is more comprehensive and objective than the old one and can promote the educational quality of clinical practice of dental students.The method of this study also provides reference for the educational reform of clinical practice in other fields.
ABSTRACT
Objective By investigating the actualities of career development potential of eight-year program medical students, to explore a direction of training mode innovation aiming to improve career development potential. Methods Eight-year program medical graduates, their tutors, and di-rectors of their clinical department in a university hospital were the subjects of the current study. Questionnaire method was applied to evaluate professional competence including clinical skills, re-search capabilities and integrative ability . Anonymous questionnaires were dispensed to eight-year program medical graduates for self-evaluation. Distinct anonymous questionnaires were dispensed to tutors directors for evaluation. Traditional doctoral graduates (professional degree or academic degree) were set as standard for comparison of specific ability of eight-year program medical students. Results 74 out of 85 (87%) questionnaires for Eight-year program medical graduates were available. 53 out of 63 (84%) questionnaires for tutors were available. 21 out of 26 (81%) questionnaires for directors of clinical departments were available. In clinical capabilities, according to 43 percent (32 persons) of the eight-year MD graduates' self-assessment and the evaluation of 94%(50 persons) mentors and 81%(17 people) department directors, eight-year program medical graduates were regarded as lower-skilled clinicians compared with doctoral graduates with professional degree . Eight-year program medical graduates were also considered with worse research capabilities than doctoral graduates with profes-sional degree by themselves (76%, n=56), their tutors (91%, n=48), and their department directors (86%, n=18). Conclusions The survey shows that to some extent, the current eight-year clinical doctoral graduates lack of career development potential, reflecting the current training mode cannot lead to the given training goals. We suggest that both clinical skills and research capabilities should be enhanced to make sure that eight-year program medical graduates deserve the title of academic physicianorphysician scientists.
ABSTRACT
Objective To investigate the effect of teaching mode innovation based on the tech-nology of digital orthopedic in orthopedic clinical teaching for eight-year program medical students. Methods 40 eight-year program medical students who took part in orthopedic clinical trainee in the 2015 school year were chosen and divided into two groups:traditional teaching group and digital tech-nology teaching group. The digital technology teaching group adopted a digital model of orthopedic technology, printing aids, use of auxiliary aids and simulate actual cases operative teaching while an-other group used traditional teaching. After the novitiate, questionnaire investigations were used to evaluate the effect of the orthopedic clinical teaching in both groups. At the same time an examination after the course was used to examine the teaching effect of the two groups, and SPSS 19.0 software was used to do chi-square test and t test to the result of the examination of both groups. Results Compared with the traditional teaching group students, the digital technology teaching group students more agreed with the new teaching mode for their interest in learning and hands-on ability bring positive influence (P<0.05), overall satisfaction of teaching method was significantly higher (P=0.03). The operation ex-amination result [(92.1±9.1) vs. (70.5±9.6)] and the comprehensive examination result (84.6±10.1) vs. (72.3±10.6)were more outstanding, the t test showed that the difference was statistically signifi-cant (P<0.05). Conclusion Teaching mode innovation based on the technology of digital orthopedic in eight-year program medical students has showed obvious advantages in orthopedic clinical teaching, which can stimulate students' interest in learning, improve the teaching effect and have broad applica-tion prospects in orthopedic clinical teaching.
ABSTRACT
A preliminary exploration of the application and effects of digital orthopaedic technique combined with the clinical practice in our clinical teaching of orthopaedics and trauma for 8-year program medical students has been made. Construction of 3D-model of bone and joint with the digital reconstruction technology, combination of 3D-display with detailed clinical cases, individual studying of knowledge, and fracture models performed by three dimensional printing, all have enhanced the students' understanding of the basics knowledge of orthopaedic trauma and accelerated the process of its joining into clinical practice. Related software has been used to realize the virtual design of fracture reduction and fixation and based on it, students have been guided to personally involve in the development and realization of surgical simulation program on a personal computer, thus improving students' capabilities of analysis, diagnosis and treatment of illness. Besides, students have been actively guided to use digital technology to conduct the finite ele-ment analysis of posterior malleolar fractures and calcaneus fractures , and to produce APP software for mobile devices such as ankle fracture classification and function scoring , which has aroused students' in-terest of clinical research and innovation.
ABSTRACT
Neonatology probation teaching is one of the difficulties in eight-year program pediatric teaching.There are some problems in the neonatology probation teaching,including partial comprehension of neonatal basic theoretical knowledge,few opportunities of clinical operations and observation,lack of effective physician-patient communication method,defective mastering of neonatal clinics skills.In order to refine the neonatology probation of eight-year program medical students and to improve the quality of hospitals' clinical teaching,an appropriate neonatology clerkship program of eightyear medical students should be investigated.A variety of teaching methods should be applied to enhance students' interest of learning the basic theory.Before entering the neonatal ward,it is necessary for eight-year program medical students to understand the workflow and a standard appraisal system should be established.At the same time,it is essential to strengthen the training of their interpersonal communication skills,clinical thinking and clinical skills.Finally,a standard out-department examination system should be established to evaluate the eight-year program medical students' neonatology learning effect objectively.
ABSTRACT
Eight-year program education is the heated topic in the field of medical education across the country.The system of eight-year program education can be discussed as a system,from the view of system philosophy.We analyzed beth internal relationships and external relationships connected to the system,so as to look upon the eight-year program education in its entirety.And then we discussed about the problems of epistemology and methodology on that basis.
ABSTRACT
In order to investigate the application of standard score in the examination of eight-year program's clinical practice and to keep consistency of learning level among groups, we translate the original scores into standard scores and discuss the results and how to define the excellent grade so that the scores may have more comparability.