ABSTRACT
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.
ABSTRACT
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.