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Objective To explore the necessity and effect of the motivational interviewing/MIcurriculum in medical school students. Methods Helping smoking cessation in standard patients with coronary heart disease was assumed as the expected goal. MI was carried out for medical school students to master basal knowledge and skills of MI and help using MI methods in persuading smoking quitting. The teaching mode of MI curriculum was comprised of a lecture series and small group dis-cussion with videotaped practice in role plays. Motivational Interviewing Treatment Integrity (MITI) scoring tool was applied to assess the teaching effect of MI curriculum with students' performance videotapes. Questionnaire was used to evaluate the quality and efficacy of the MI curriculum, and SPSS 13.0 was used to t test measurement data. Results Analysis of the MITI scores showed students had general mastery of MI knowledge. Nevertheless, they did not reach recommended professional profi-ciency level. The scores of empathy and MI spirit in global ratings were (4.11 ±0.32) and (5.82 ± 0.17), respectively (recommended level, 6 score). In the videotape evaluation of behavior counts, MI adherentreached (70.96%±24.34%) (recommended level, 90%). Open question reached (31.42%±8.51%) (recommended level, 70%). Total refection counts were (7.84±3.22) counts per video (recom-mended level, 10). The standard questions recommended in MI for behavior change were better used by students. 93.75%and 87.50%students used ranking questions to evaluate the importance and con-fidence of smoking quitting. Nevertheless, the exploration questions about importance and confidence were less used to know the reason behind their ranking . The results of questionnaire showed that 83.33%students felt MI curriculum effective to help them improve confidence and skills in counseling with patients. 97.91%students thought the mastery of MI methods as an important skill for physicians to have. Conclusion The teaching practice of MI curriculum in medical school students is necessary and feasible with good teaching results. It is worth for professional counseling regarding unhealthy be-havior change in patients.
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Objective To discuss the effect of group counseling for medical students in reducing academic procrastination,and explore effective means to improve learning efficiency.Methods 24 students identified as voluntary research subjects were divided into the experimental group and the control group,male and female ratio was 1:1.The experimental group received counseling activities for eight times,the control group members did not receive any intervention.This thesis took use of Procrastination Assessment Scale-Students (PASS) as an evaluation tool in before and after test and tracing test,and did the significance test,as a quantitative analysis of this study.Results The quantitative study showed that the difference between the experimental group and the control group in pre-test was insignificant,indicating these research subjects belong to homogeneous research subjects; differences in pre-test and post-test of the experimental group were significantly greater than the differences of pre-test and post-test in the control group,indicating the group counseling producing an effect on learning procrastination.In order to verify the effect's continuity of the group psychological counseling,a tracking test was conducted on the members three months later.After three months,the tracking test scores of the experimental group and the control group were not significantly lower than the pre-test score.In tracking tests,the experimental group's scores were lower than before-test,indicating the effect of group psychological counseling was sustainable.Conclusions Group psychological counseling activities can reduce academic procrastination of medical school students and the group psychological counseling scheme has effectiveness and feasibility.
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After the reading behaviors ( reading altitude, reading frequency, reading habits and reading types) of 141 students in medical school were investigated and analyzed, the efficiencies of literature retrieval teaching in classroom were summarized, and the future direction was proposed.
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PURPOSE: This study was conducted to compare the specialty preference and factors that affect choices of medical specialties between medical college students and graduate medical school students. METHODS: A self-administered questionnaire was conducted in 563 medical students, and 482 (graduates: 199, undergraduates: 283) responded (response rate, 85.61%). The students completed a brief survey, which included 39 items that sampled their demographic data, career choice, and factors that influenced their choice. RESULTS: Most students in medical college and graduate medical school preferred clinical medicine. Graduate medical school students preferred internal medicine, pediatrics, and family medicine. In contrast, medical college students preferred neurology, family medicine, and psychiatry. Important factors that affected the selection of specialties were seniors' advice, advice of other students, clerkship experiences, and specialty experiences. CONCLUSION: This result shows that there are differences in the factors that affect the selection of medical specialties between medical college students and graduate medical school students. But, the opportunity to explore future careers and to consult their choice of specialty, in accordance with the needs and characteristics of individual students, must be provided for all medical students.