ABSTRACT
Based on the data obtained from the questionnaire survey and personal in-depth interviews, this study preliminarily formulated the "selection guidelines for the doctoral application review system of Capital Medical University" (draft). In addition, through Delphi method and chi-square test, the author formulated the "selection guidelines for the doctoral application review system of Capital Medical University". The guide contained four primary indicators of scientific literacy, academic ability, scientific research ability and personality quality and 27 secondary indicators. The respondents generally believed that quality, ability and moral character were the core contents of the doctoral selection guide. The doctoral advisors attached great importance to the personality quality of the applicants while having high requirements on the quality and ability. Meanwhile, the doctoral advisors also had high requirements on the scientific research ability of doctoral students in professional degrees.
ABSTRACT
Based on the data obtained from the questionnaire survey and personal in-depth interviews,this study preliminarily formulated the "selection guidelines for the doctoral application review system of Capital Medical University"(draft).In addition,through Delphi method and chi-square test,the author formulated the "selection guidelines for the doctoral application review system of Capital Medical University".The guide contained four primary indicators of scientific literacy,academic ability,scientific research ability and personality quality and 27 secondary indicators.The respondents generally believed that quality,ability and moral character were the core contents of the doctoral selection guide.The doctoral advisors attached great importance to the personality quality of the applicants while having high requirements on the quality and ability.Meanwhile,the doctoral advisors also had high requirements on the scientific research ability of doctoral students in professional degrees.
ABSTRACT
ABSTRACT The Doctor of Medicine (DM) in Paediatrics Programme began in 1972 in Jamaica and was the first four-year clinical residency programme to be offered at The University of the West Indies (UWI). The DM Paediatrics programme trains residents for four-years and equips them after completion to practice as consultant paediatricians. Over the forty-five years of offering this programme, 237 students have been enrolled and 159 students have successfully completed the course. Over ninety per cent of the graduates are Caribbean nationals. Graduates from the DM Paediatrics programme at Mona are currently serving in Jamaica and other Caribbean countries, the United States of America (USA), Canada, Australia and the United Kingdom. Approximately, 24% have pursued subspecialty training and 60% work in a hospital-based setting while 30% work in private practice and 27% in academia and research. There are some of these that combine hospital ward work with academia and research. The DM (Paediatrics) Programme at the UWI, Mona, has achieved its mandate of providing paediatricians for Jamaica and the Caribbean and is committed to continue to train paediatricians to meet existing paediatric healthcare needs in Jamaica and the Caribbean.
RESUMEN El Programa de Doctor en Medicina (DM) en Pediatría comenzó en 1972 en Jamaica y fue el primer programa de residencia clínica de cuatro años que se ofreció en la Universidad de West Indies (UWI). El programa DM de Pediatría entrena a los residentes durante cuatro años y los faculta después de su terminación para practicar como pediatras consultores. En los 45 años de este programa, 237 estudiantes han sido matriculados y 159 estudiantes han completado con éxito el curso. Más del 90 por ciento de los graduados son nacionales del Caribe. Los egresados del programa DM de Pediatría de Mona prestan actualmente sus servicios en Jamaica y otros países del Caribe, los Estados Unidos de América (EE. UU.), Canadá, Australia y el Reino Unido. Aproximadamente, el 24% han continuado su formación en subespecialidades; el 60% trabaja en el medio hospitalario, mientras que el 30% trabaja en la práctica privada; y el 27% en la academia y la investigación. Algunos de ellos combinan el trabajo en las salas de hospitales con la academia y la investigación. El programa DM (Pediatría) de UWI, Mona, ha logrado su mandato de proveer pediatras para Jamaica y el Caribe, y se compromete a seguir capacitando a pediatras para que satisfagan las necesidades de salud pediátrica existentes en Jamaica y el Caribe.
Subject(s)
Humans , Male , Female , Pediatrics/education , Education, Medical, Continuing/statistics & numerical data , Education, Medical, Graduate/statistics & numerical data , Internship and Residency/statistics & numerical data , Students , Pediatricians/education , JamaicaABSTRACT
Objective To analyze the problems of doctor of medicine in China,and to explore the efforts to improvethe training quality of doctor of medicine.Methods The paper selected 5medical colleges which participated the thematic evaluation of doctor of medicinedegreeauthorization centers in 2014,then analyzed the relevant data of doctor of medicine during 2011-2015,such as education condition,enrollment scale,training objective,curriculum setting,scientific research trainingand clinical practice by descriptive study.Results The average of affiliated hospitals is 6.0.The number of medical doctor entrance exam increased by 1.5 times during 2011-2015.The training institutions set up clear training objective of applied talents.A three-stage cultivation mode of course learning,clinical practice and scientific research training is widespread enforcement.However,the subject and basiccondition varies in different schools.The teachers’ professional level is uneven.The quality of candidates needsto be improved.Curriculum design is lack of pertinence.Standardization of clinical practice andscientiFlc training system is not enoughat the same time.Conclusions The suggestions to promote the reform of full-time doctor of medicineare:improving the subject building;increasethe number of students enrollment appropriately;strengthening pertinence of curriculum system;perfecting quality evaluating system;exploring the training mode called “5 + 3 + X”.