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Objective:To explore the application value of case-based learning (CBL) and problem-based learning (PBL) dual-track teaching mode in the standardized resident training in laboratory medicine.Methods:The students of Grade 2017 and Grade 2018, who underwent standardized resident training of laboratory medicine in the Second Affiliated Hospital of Wenzhou Medical University from September 2017 to June 2021, were selected in this study. Seven students of Grade 2017 were served as the traditional lecture teaching group (traditional teaching group), and 12 students of Grade 2018 were assigned to the CBL-PBL dual-track teaching mode group (CBL-PBL group). Students of the two groups received 22 months of laboratory specialty training, and underwent one admission theory assessment,two mid-term theory assessments, annual professional level test, final theory assessment, final practical skills assessment as well as questionnaire survey. The questionnaire was distributed and finished anonymously after the final assessment. Survey indicators included ability assessment on solving clinical problem, assessment on the theoretical knowledge, computer operation skill, preparation time before teaching, teaching method satisfaction degree and clinical recognition. The results were divided into 5 categories: extremely agree, agree, general, disagree and extremely disagree, respectively (ranked as 5, 4, 3, 2, and 1). The Cronbach′s α coefficient was used to analyze the reliability of the questionnaire.Results:The mid-term theory assessment, annual professional level test and assessment results of clinical outcome interpretation were significantly higher in CBL-PBL dual-track teaching mode group than those in traditional lecture teaching group (all P<0.05). The performance after standardized resident training was significantly higher in the CBL-PBL group than in the traditional teaching group ( P<0.05). The Cronbach′s α coefficient of questionnaire reliability analysis was 0.938. Parameters assessment results including improved clinical problem-solving skills, computer operation skill, the ability to analyze and solve problems, the ability of innovation and adaptation, the learning interest, the ability of autonomous learning, teaching method satisfaction and conventional application to clinical recognition scores were all significantly better in the CBL-PBL group than those in the traditional teaching group (all P<0.05). Conclusion:The application of CBL-PBL dual-track teaching mode for the standardized resident training in laboratory medicine can effectively improve the assessment results and performance of students undergoing standardized resident training, and help to cultivate high quality medical laboratory professionals.
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Twenty general practice residents who received training in Tongren Hospital from 2018 to 2020 were enrolled. The residents undertook rotation in chronic disease care clinic of the general medicine department, and a multi-disciplinary integrated teaching mode was applied. The theoretical knowledge test, skill assessment and self-evaluation were performed before and after rotation. The 360-degree evaluation was carried out when leaving the department (study group), the results were compared with that of internal medicine (control group) in the same period. The teaching effect was comprehensively evaluated. The scores of theoretical knowledge and skill assessment after rotation were significantly higher than those before rotation ( P<0.01). The self-evaluated ability was significantly higher than that at admission, especially in general practice thinking (7.85±0.88), doctor-patient communication (7.95±0.69), health education (7.80±0.70) and disease management (8.20±0.62) ( P<0.01). The 360-degree evaluation showed that the study group was better than the control group in interpersonal communication skills [(4.75±0.44) vs. (4.41±0.50)], system-based work ability[(4.75±0.44) vs. (4.31±0.47)], practice-based learning and improvement [(4.80±0.41) vs. (4.33±0.48)], patient care [(4.75±0.44) vs. (4.28±0.46)] and training mode satisfaction [(4.85±0.37) vs. (4.38±0.49)] (all P<0.05). The study indicates that the multi-disciplinary integrated teaching mode applied for rotation in the chronic disease care clinic of the general medicine department can improve the teaching effect and raise the teaching quality for general practice residency training.
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A retrospective analysis was made on the effectiveness of with laparoscopy model in hepatoma surgery teaching for general practice residency training. One hundred and forty general practice residents undertook rotation in Department of Hepatobiliary Surgery of Fifth Affiliated Hospital of Zhengzhou University from January to December 2020. Seventy residents received multi-disciplinary team (MDT) with laparoscopy mode in hematoma surgery teaching (study group) and another 70 residents received conventional teaching mode (control group). After completing the study, the teaching effectiveness was compared between two groups. The questionnaire survey showed that the satisfaction score in study group was higher than that in control group (21.10±0.31 vs.17.48±0.35, P<0.05). The scores of clinical skill, graduation examination and case analysis in study group were all higher than those in control group(91.80±4.82 vs. 85.20±4.34, 87.5±4.1 vs. 85.1±3.6, 77.25±3.38 vs. 73.65±3.06, all P<0.05). The study indicates that laparoscopic combined with MDT teaching model can significantly improve the effectiveness of hepatoma surgery study for general practice residents, and is worthy of popularization and application in general surgery teaching.
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The standardized resident training is an important step for training high-level professionals in clinical medicine and it is an important part of medical education after graduation. The training of residents' clinical thinking and clinical judgement should be emphasized in all resident training programs. Some resident programs in China still focus on the teaching of important knowledge that are originated from the medical colleges. Therefore,it is urgent for faculty to adopt new teaching methods aiming at the training of clinical thinking and clinical judgement. The paper introduces a mode for teaching clinical thinking and clinical judgement in the resident training programs. The goal is to improve the level of resident physicians in clinical diagnosis and treatment in China.
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Objective To investigate the cognition and attitude of check-up system in Standardized Residents Training Program in Chongqing, so as to provide further suggestions to improve teachers' qualifi-cation and examination management system. Methods From September 2016 to December, a questionnaire survey was conducted among 265 teachers and 59 teachers in Chongqing, which includes basic information of teachers and their cognition, satisfaction and suggestion of residents training examination management system. SPSS 21.0 was used to describe the survey results and the Spearman rank correlation analysis was conducted. Results 265 valid questionnaires were recovered, and the effective recovery rate was 100％. The survey showed that the teachers' cognition of resident training examination management system is good. Only 21 people (8％) completely had no knowledge of the management system of resident related assessment. A total of 90.6％ of the clinical mentors considered that a check-up system of clinical mentors on training should be implemented strictly during the period of clinical mentors on training. Only 167 (63％) of the hos-pitals had developed detailed assessment system for resident physicians. Conclusion Most of the teachers in Chongqing have a higher awareness of living and training management system, and it is universally recog-nized for strict process assessment. However, in terms of the standardized training examination system for residency, it needs improvement. It is suggested that the examination system should be perfected, the ex-amination management be strengthened, and the teachers' team be standardized.
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Visual endotracheal intubation technique was applied in the endotracheal intubation teaching for standardized resident training as a routine teaching appliance.The residents were divided into two groups,the anesthetic speciality group and the non-anesthetic speciality group.According to the different teaching targets,teaching periods and basic abilities,the differentiated teaching Settings were built and the different teaching schemes,evaluation index and teachers were applied for the two groups respectively for fulfilling the advantages of visual laryngoscope.Until now,more than a hundred residents were educated with the endotracheal intubation,and the teaching efficiency and quality were significantly improved,which also reduced the incidence of the complications related to endotracheal intubation.
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Due to the insufficient education of medical ethics and tending to medical moral educa-tion, the residents lack the ability to make ethical decisions. Therefore, we applied Four Topics method in the clinical ethics training of residents. The clinical ethics training was divided into three stages, and each stage had different training content and objectives. Dongyang People's Hospital adopted the form of lectures and panel discussions. During the group discussion, the group leader was in charge of case preparation, which came from clinical practice, and then all members applied the Four Topics method to analyze and discuss the ethical conflicts, and make the ethical decision. Through this process, residents' ability to solve ethical problems in clinical practice was enhanced.
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Objective To evaluate the application of clinical cases related problem-based-learning (PBL) method in critical care medical standardized resident training program. Methods 84 residents were randomly divided into experimental group (n=42) and control group (n=42) by lottery way. The experimental group received PBL process during clinical case analysis while the control group learned completely through traditional teaching method . The residents' clinical competence were assessed by multiple scale mixed method including question bank examination (QBE), case-based discussion (CBD), direct observation of procedural skills (DOPS), simulation etc, and Likert-type scale questionnaire was used to evaluate the feedback of training residents. SPSS 17.0 was used to do line t test to the data of both groups. Results Finally 84 residents finished the study. There were no difference in the general conditions in two groups. The PBL group achieved higher examination score during QBE [(80.26 ±8.89) vs. (86.10 ±9.32)], CBD [(84.83±5.43) vs. (75.36±6.06)], DOPS [(88.81±6.68) vs. (82.70±6.98)], simulation [(79.86±10.09) vs.(72.71±9.30)]. Except two groups residents all gave high scores in enhancing cross connection in clinical knowledge [(4.786±0.470) vs. (4.571±0.859), P=0.16], and the questionnaire results showed that the resi-dents of PBL group gave higher points in exciting autonomous learning, improving clin-ical analysis ability, accelerating clinical thinking establish, developing independent thinking habits, improving the clinical communication skills and teamwork ability (P<0.05). Conclusion The clinical cases related PBL method can improve the training effects during critical care medical standardized resident training program. It can be used broadly after adapting modification in critical care medical education.
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This paper introduced the approach and practice of merging the standardized resident training with the master degree candidates training in Chongqing.A comparison of the performance and pass rate of the completion examinations between the standardized training of specialist residents in 2014 and those of merged training for both residents and master degree candidates in 2015 in Chongqing,analyzed the patterns and differences of the two training programs.Based on such,the authors proposed to improve the combined training mechanism,by completing leadership and rules,enhancing quality control and completing the appraisal systems.
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The standardized resident training is an important and necessary way to cultivate high-quality medical talents.The goals between clinical and imaging residents in standardized training of ultrasound department are different.For clinical residents,the purpose is to understand the ultrasound images of various common diseases,combine clinical manifestation with ultrasound images,and improve the level of clinical diagnosis and treatment.For imaging residents,the goal is much higher and stricter;they need to master solid ultrasonic knowledge,independent operational and diagnostic ability,in order to provide reliable and accurate ultrasonic diagnosis.We individually design the teaching plan and methods in ultrasound department,in order to improve teaching efficiency and quality.
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This paper summarized the features of pediatrician training in Cincinnati Children's Hospital Medical Center ( CCHMC ) , introduced their cultivation and appraisal system , compared American pediatrician training with Chinese training and absorbed advanced medical training experi-ences. CCHMC focus on training specialized skill, team spirit and communication ability of residents. Internal assessment and two-way selection help to retain the best fellows. Learning from advanced ex-periences, we hoped to improve the current pediatrician training system and contributed to medical and health services.
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Objective To investigate the attitude of medical students towards standardized resident training in Shanghai and to provide references for policy adjustment.Methods Self-made questionnaire was used to investigate the attitude of 267 clinical medical students towards standardized resident training in Shanghai.Reference reviewing and expert consultation were also performed.Results Nearly eighty percent of students believed that they had basic knowledge of the training.Two thirds of students hold objective attitude towards the policy.Conclusions Income and pressure in finding jobs are the main reasons why students object the policy.Standardized resident training program need to improve in aspects of advertisement,incoming,quality of teaching staff,connection between medical education and training.
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Combined with safe mothcrhood project,in order to completely promote teaching quality,we should explore establishing a uniform,standardized,scientific and perfect teaching model of obstetric residents' standard training by analyzing the status and the difficulties in standard training of obstetric residents,and by adopting scientific and reasonable evaluation measures.
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Objective To identify the influencing factors for the quality and efficiency of standardized resident training in order to scientifically select and train qualified resident physicians.MethodsThe exam passing rate served as the indicator to measure the quality of training; the year(s) used to pass the exam the indicator to measure the efficiency,while such methods as descriptive study,chi-square test,logistic regression,rank sum test and stratified analysis were used for data analysis and processing. ResultsThe exam passing rate of research postgraduates is lower than clinical postgraduates,the year(s) needed to pass the exam of research postgraduates is longer than clinical postgraduates. Conclusion Clinical postgraduates deserve higher priority in selecting clinicians.Research-based postgraduates shifted to clinical work require a longer training time.
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Stage assessment is an important part of standardized resident training.After two years of practice and exploration,Liaoning had established the complete examination and evaluation system including the theory test and skill test and this system was future improved through analyzing two years' results and summing up the experiences making it more suitable for residency training in the future.