Concepções sobre clínica na formação médica: análise de um curso derivado do programa Mais Médicos / Conceptions about clinical practice in medical education: analysis of a course derived from the Mais Médicos Program / Concepciones sobre la clínica en la educación médica: análisis de un curso derivado del Programa Más Médicos

Introdução: Principalmente após a instituição das Diretrizes Curriculares Nacionais dos cursos de graduação em Medicina, espera-se que seja predominante na formação médica a clínica ampliada, ou seja, aquela que tem como foco central o sujeito e suas particularidades. Objetivo: Buscou-se compreender as concepções sobre clínica presentes no imaginário de estudantes e professores de um curso de graduação em Medicina de uma universidade federal localizada no Sul do país. Métodos: Trata-se de estudo de caráter exploratório e qualitativo aprovado pelo Comitê de Ética em Pesquisa de uma universidade federal, sob o Parecer nº 2.950.932, de 9 de outubro de 2018. A coleta de dados deu-se com base em entrevistas com docentes médicos (n=21) e grupos focais com acadêmicos (n=43) que, posteriormente, foram tratados pela análise de conteúdo de Bardin. Resultados: Aspectos inerentes à clínica ampliada foram levantados, sobretudo no que diz respeito ao estabelecimento de uma boa relação médico-paciente, à necessidade de desenvolver habilidades comunicativas e de haver um equilíbrio entre os componentes técnico, ético e humanístico. Contudo, alguns discursos característicos da clínica tradicional foram notados, principalmente relacionados à clínica focada no diagnóstico e tratamento de doenças. Conclusões: Com esses resultados é possível concluir que, apesar de a clínica ampliada estar presente no curso em questão, isso ainda não se efetivou completamente.

Introduction: After the institution of National Curriculum Guidelines for Medicine undergraduate courses, it is expected that the extended clinical practice will predominate in medical training, that is, one that has as its central focus individuals and their particularities. Objective: Through this study, we sought to comprehend the conceptions about clinical practice in the minds of students and professor of an undergraduate course in Medicine at a federal university located in the south of the country. Methods: This is an exploratory and qualitative study approved by the Research Ethics Committee of a federal university, under the opinion No. 2.950.932, of October 9th, 2018. Data collection was based on interviews with medical professors (n=21) and academics focal groups (n=43) that, subsequently, were processed by Bardin's content analysis. Results: Aspects inherent to the extended clinical practice were brought up, mainly those regarding a good doctor-patient relationship, the need to develop communication skills, and the balance between the humanistic, ethical and technical components. However, some statements aligned to the traditional clinical practice have been noticed, mostly related to the practice focused on diagnosis and treatment. Conclusions: Through these results, it is possible to conclude that, despite the presence of the extended clinical practice in the medical degree, it has not yet been fully implemented.

Introducción: Después del establecimiento de las Directrices Curriculares Nacionales (DCN) de los cursos de Medicina en Brasil, se espera que la clínica tradicional deje de ser predominante en la formación médica para que se priorice la clínica ampliada, es decir, la que tiene como enfoque central la persona y sus particularidades. Objetivo: A través de este estudio se buscó comprender las concepciones sobre clínica presentes en la carrera de pregrado en medicina de una universidad federal ubicada en el sur del país. Métodos: Se trata de un estudio exploratorio y cualitativo aprobado por el Comité de Ética en Investigación de una universidad federal, bajo el número 2.950.932, del 9 de octubre de 2018. La recolección de datos se realizó a partir de entrevistas con profesores de medicina (n=21) y grupos focales con académicos (n=43), que posteriormente fueron tratados por el análisis de contenido de Bardin. Resultados: Se plantearon aspectos inherentes a la clínica ampliada, especialmente en lo que respecta al establecimiento de una buena relación médico-paciente, la necesidad de desarrollar habilidades comunicativas y el equilibrio entre los componentes técnico, ético y humanístico. Sin embargo, se notaron algunos discursos característicos de la clínica tradicional, principalmente relacionados con una clínica enfocada al diagnóstico y tratamiento de enfermedades. Conclusiones: A través de esos resultados es posible concluir que la clínica ampliada está presente en el curso en cuestión, aún no se ha implementado en su totalidad.

Homeopatía: una breve descripción de esta especialidad médica / Homeopathy: a brief description of this medical specialty

La homeopatía es una forma de medicina con 200 años de historia. A lo largo de este tiempo, ha demostrado su capacidad para resolver problemas, a bajo costo, con un amplio alcance y con una aceptación social incuestionable. Según las estimaciones, aproximadamente 500 millones de personas utilizan la homeopatía en todo el mundo, lo que corresponde a alrededor del 7% de la población mundial. Sin embargo, aún existen obstáculos para su integración en la medicina convencional, los cuales deben ser puestos en perspectiva y eliminados. El propósito del presente artículo es contextualizar la homeopatía como una ciencia y un arte tanto en Brasil como en el resto del mundo. Analizamos algunos aspectos relevantes, como el perfil de sus usuarios, las razones para elegir la homeopatía, así como los contextos históricos y sociales para su inclusión en los sistemas educativos y de atención médica. Concluimos que la homeopatía es un sistema medico ético que ofrece un tratamiento sistémico y seguro a los pacientes, con una optima relación costo-beneficio. La homeopatía debe incluirse en las universidades, escuelas de medicina, así como en todos los niveles del sistema de atención médica, asegurando así su naturaleza histórica como especialidad médica.

Homeopathy is a medical approach with 200 years of history. Along this time it demonstrated its ability to solve problems, with low cost, broad scope and unquestionable social acceptance. According to estimates, approximately 500 million people use homeopathy worldwide, corresponding to about 7% of the world population. However, there are still hindrances to its integration into conventional medicine which need to be put into perspective and removed. The aim of the present article is to contextualize homeopathy as a science and an art in Brazil and worldwide. We analyzed some relevant aspects, such as the profile of users, their reasons to choose homeopathy, and historical and social contexts for the inclusion of homeopathy into health care and educational systems. We conclude that homeopathy is an ethical medical system that provides systemic and safe treatment to patients with optimal costbenefit ratio. Homeopathy should be included in universities, schools of medicine and at all levels of the healthcare system, thus ensuring its historical nature as a medical specialty.

Rediscovering the relevance of clinical medicine with a case of Chilaiditi’s syndrome

Chilaiditi’s sign is a rare radiological diagnosis characterized by colonic interposition between the diaphragm and the liver, and when symptomatic it is known as Chilaiditi’s syndrome. We report that the case of a 55-years-old male, who was referred to our institution as a case of colitis, with the symptoms of recurrent vomiting, pain abdomen, and altered bowel habit, was eventually diagnosed to have Chilaiditi’s syndrome with non-specific colitis, after carefully taking the history and clinically examining the patient

Value of ocular trauma score and ocular structural parameters in the assessment of healing visual acuity from ocular trauma / 国际眼科杂志(Guoji Yanke Zazhi)

AIM: To explore the value of ocular trauma score(OTS), initial visual acuity, and ocular structural parameters in the assessment of healing visual acuity from ocular trauma.METHOD: A total of 302 cases(302 eyes)of ocular trauma were selected as subjects, which were accepted and issued clear appraisal opinions by the Academy of Forensic Science from June 2015 to June 2021. The subjects were grouped according to the healing best corrected visual acuity(BCVA)from ocular trauma. Group Ⅰ included 63 cases(63 eyes)with BCVA <3.7; Group Ⅱ included 70 cases(70 eyes)with 3.7≤ BCVA <4.5; Group Ⅲ included 78 cases(78 eyes)with 4.5≤ BCVA <4.9; Group Ⅳ included 91 cases(91 eyes)with BCVA≥4.9. In addition, 77 cases(77 healthy eyes)of ocular trauma were selected as the control group, namely Group Ⅴ. The healing BCVA and ocular structural parameters from ocular trauma and theirs correlation were analyzed, and the random forest(RF)and support vector machine(SVM)model of healing visual acuity was established by the IBM SPSS Modeler 18.0.RESULTS: The initial visual acuity, OTS, the grading of corneas, lenses, and fundus, and the thickness of the retinal never fiber layer of ocular trauma patients were correlated with the healing BCVA(P<0.01). There were significant differences in ocular structural parameters among groups, except the central subfield thickness(P<0.001). The SVM model had higher accuracy of predicting healing visual acuity than the RF model, and the accuracy rate was over 80% when the error was within 0.15.CONCLUSION:OTS and ocular structural examination can provide effective information for the clinical forensic medicine appraisal of visual dysfunction after ocular trauma, and they are valuable in discriminating camouflage of visual dysfunction.

Clinical management of COVID-19: living guideline - 15 September 2022

The WHO COVID-19 Clinical management: living guidance contains the Organization's most up-to-date recommendations for the clinical management of people with COVID-19. Providing guidance that is comprehensive and holistic for the optimal care of COVID-19 patients throughout their entire illness is important. The latest version of this living guideline is available in pdf format (via the 'Download' button) and via an online platform, and is updated regularly as new evidence emerges. No further updates to the previous existing recommendations were made in this latest version. This updated (fifth) version contains 16 new recommendations for the rehabilitation of adults with post COVID-19 condition (see Chapter 24), which includes: strong recommendation that exertional desaturation and cardiac impairment following COVID-19 should be ruled out and managed before consideration of physical exercise training

Formación Interprofesional en salud mental: un reto posible / Interprofessional training in mental health: a possible challenge

RESUMEN: Introducción: El abordaje de la salud mental requiere acciones interprofesionales, sin embargo, su enseñanza es tradicionalmente uniprofesional y en escenarios especializados, reforzando la creencia que la salud mental es cuestión de especialistas. Es por esto que se diseña la primera rotación interprofesional en salud mental de la que se tenga conocimiento en Colombia, en la cual rotan estudiantes de medicina y psicología. El objetivo del presente artículo es describir este proceso y la rotación. Material y método: Se describe cuáles fueron los pasos para el diseño y la implementación de la rotación interprofesional en salud mental. Resultados: Se describe la rotación, la cual cuenta con elementos clínicos y simulados y diversas metodologías de aprendizaje y evaluación. Conclusiones: La rotación interprofesional es una estrategia útil en el proceso de aprendizaje de competencias en salud mental y habilidades para el trabajo interprofesional.

ABSTRACT Background: Mental health approaches require interprofessional actions. However, education on mental health is traditionally uniprofessional and is performed in specialized scenarios which reinforces the belief that mental health is only a concern for specialists. This is the reason why the first interprofessional mental health rotation in Colombia was designed and launched. The aim of this paper is to describe that process and the rotation itself. Material and method: This work describes the steps for the design and implementation of an interprofessional rotation on mental health. which involve medicine and psychology students. Results: The structure of the rotation is detailed. It contains both a clinical component and a simulated one, and diverse methodologies for learning and assessment. Conclusions: This interprofessional rotation is a useful strategy in the learning process of specific competences in mental health, and it facilitates acquisition of skills for teamwork.

Aspectos neurobiológicos en la toma de decisiones afectivas y sociales e influencia del estrés: posibles implicancias en la toma de decisiones clínicas / Neurobiological aspects in affective and social decision-making: possible implications on clinical decision-making

RESUMEN: La toma de decisiones está influenciada por múltiples factores muchas veces no conscientes. En este artículo se sintetizan algunos correlatos neurobiológicos del componente afectivo y social sobre la toma de decisiones, incluyendo el impacto del estrés agudo y crónico y la perspectiva cognitiva de las heurísticas y los sesgos en la práctica clínica. A nivel afectivo, la hipótesis del marcador somático ha asociado la respuesta corporal periférica con estructuras nerviosas centrales en la configuración de las decisiones; intervienen estructuras como la corteza orbitofrontal y el hipocampo. En la toma de decisiones sociales se involucran las dimensiones recompensa y motivación. En este tipo de decisiones es crucial la capacidad de mentalizar a otro e integrar su perspectiva en la toma de decisiones. Esta función se ha relacionado con el surco temporal posterosuperior, la unión temporoparietal, la corteza cingulada anterior y la corteza prefrontal medial. No obstante, en la toma de decisiones sociales también se integra el cumplimiento de normas socialmente establecidas. El estrés agudo o crónico puede afectar la toma de decisiones, positiva o negativamente. En estos procesos se han involucrado al eje hipotálamo-hipófiso-adrenal junto con circuitos corticoestriados, prefrontales, amigdalinos e hipocampales. En la toma de decisiones clínicas se conjugan factores "prerreflexivos" emocionales, sociales y cognitivos que influyen directamente en las conductas adoptadas con los pacientes. Recomendamos enfatizar la investigación en esta área y fortalecer su enseñanza para reconocerlos adecuadamente.

ABSTRACT Decision-making is influenced by multiple unaware factors. We synthesize some neurobiological correlates of the affective and social components on decision-making, including the impact of acute and chronic stress. We also address the impact of heuristics and biases on clinical practice from the cognitive perspective. At an affective level, the hypothesis of the somatic marker has associated the peripheral body response with central nervous structures in the configuration of decisions; structures such as the orbitofrontal cortex and the hippocampus intervene. The reward and motivation dimensions are involved in social decision-making. In these types of decisions, the ability to mentally engage others and integrate their perspective into decision making is crucial. This function has been related to the posterior superior temporal sulcus, the temporoparietal junction, the anterior cingulate cortex, and the medial prefrontal cortex. However, compliance with socially established norms is also integrated into social decision-making. Acute or chronic stress may affect decision-making, positively or negatively. The hypothalamic-pituitary-adrenal axis has been involved in these processes together with corticostriatal, prefrontal, amygdala and hippocampal circuits. In clinical decision-making, "pre-reflective" emotional, social and cognitive factors are combined, influencing the decisions towards patients. We recommend emphasizing research in this field and strengthening education in this area to recognize these aspects adequately.

Practice and exploration of cultivating scientific research ability of postgraduates with professional master of clinical medicine / 中华医学教育探索杂志

This investigation was conducted on clinical professional graduate students of Chongqing Medical University to analyze the problems and influencing factors in the process of scientific research ability training. We propose three measures to improve the model of training professional clinical graduate students and provide references for the cultivation of their scientific research ability. The measures are "clear orientation of clinical scientific research ability training", "constant pursuit of high-level original scientific research results" and "adherent implementation to strengthen training effect".

Discussion on the establishment of health management as Master degree awarding program under first-level discipline of clinical medicine / 中华医学教育探索杂志

Based on the status and development of the majors and degrees at home and abroad, the relationship between health management sciences and their close secondary disciplines, course setting, and the demand for health management talents in society, this study elaborates the foundations of setting health management disciplines and the prospects of the discipline, and demonstrates the importance of the discipline construction of health management.

Comparison of PBL and CBL combined with PCMC in standardized training of nurses in department of respiratory medicine / 中华医学教育探索杂志

Objective:To observe and compare the teaching effects of problem-based learning (PBL) and case-based learning (CBL) combined with problem-originated clinical medicine curriculum (PCMC) on standardized training of nurses in the department of respiratory medicine.Methods:Thirty-one standardized training nurses from the Department of Respiratory Medicine, Nanjing Hospital Affiliated to Nanjing Medical University/Nanjing First Hospital during April 2019 to March 2020 were taken as the control group, and CBL combined with PCMC was used for teaching. Another 31 nurses from April 2020 to March 2021 were taken as the observation group, using PBL combined with PCMC teaching. Both teaching period lasted for 3 months. The examination results, their work ability before and after training and their recognition of teaching methods were compared between the two groups. SPSS 25.0 was used for t test and chi-square test. Results:The scores of academic and practical evaluation were significantly higher in the observation group than the control group[(92.58±5.25) vs. (86.80±6.74); (90.05±6.27) vs. (85.64±7.23)]. After the training, the scores of leadership, clinical nursing, education and consultation, interpersonal relationship, legal and ethical practice, and professional development, critical thinking and scientific research and the total scores of working ability were significantly improved than before the training ( P<0.05), and the scores of the above dimensions of the observation group were significantly higher than those of the control group ( P<0.05). In addition, the observation group's recognition scores of teaching methods to clarify the learning focus, mobilize learning enthusiasm, broaden knowledge, enhance group collaboration, improve nurse-patient communication skills, cultivate critical thinking, and promote teacher-student communication were significantly higher than those of the control group ( P<0.05). Conclusion:The application of PCMC combined with PBL in the standardized training of nurses in the department of respiratory medicine not only helps to improve the assessment results, but also enhances their working ability and is recognized by them.

Investigation on the scientific research background and occupational cognition of MD-PhD program enrollees / 中华医学教育探索杂志

Objective:To explore the differences and current situation of scientific research background and occupational cognition of enrollees in MD-PhD programs.Methods:A questionnaire survey was conducted among 158 students (40 males and 118 females) who were enrolled in MD-PhD programs in a medical college during 2017 to 2020. SPSS 24.0 and Fisher’s exact test were used for statistical analysis.Results:Over 50% of enrollees in 2019 and 2020 had at least 2-year experience in basic medical research before enrollment. The research background of MD-PhD program enrollees was continuously improving from 2018 to 2020, and Fisher's exact chi-square P value was 0.02. Since 2018, the proportion of enrollees who planned to seek for administrative or education-related jobs in medical institutions had reduced year by year ( P=0.01). Conclusion:In view of the scientific research problems and professional cognitive tendencies of the new students of the MD-PhD programs, certain relevant guidance suggestions are put forward in this study.

Effect analysis of organ system based integrated curriculum in the teaching of clinical medicine undergraduates / 中华医学教育探索杂志

Objective:To explore the teaching effect of organ system based integrated curriculum in the undergraduates of clinical medicine.Methods:A retrospective cohort study was conducted among 284 undergraduates majoring in clinical medicine from Batch 2011 to Batch 2016 in Shanghai Jiao Tong University School of Medicine. The observation group were 147 undergraduates from Batch 2014 to Batch 2016, taking organ system based integrated curriculum. The control group included 137 undergraduates from Batch 2011 to Batch 2013, taking the traditional mode of subject-centered curriculum. SPSS 21.0 was performed for independent sample t test, and questionnaires were issued to investigate students' evaluation of the teaching of organ system based integrated curriculum. Results:The examination scores of internal medicine problem based learning test, surgical theory test and surgical operation test were better in observation group than in control group [(86.34±2.74) vs. (85.51±3.36); (79.69±8.41) vs. (77.18±6.92); (81.43±10.72) vs. (76.78±11.29), P<0.05]. Obstetrics and pediatric theory test scores were lower in observation group than in control group ( P<0.05). There was no significant difference in test scores of internal medicine between the two groups ( P=0.935). The satisfaction rate of organ system based integrated curriculum in the observation group was 83.75%. Conclusion:The teaching of organ system based integrated curriculum can improve students' comprehensive abilities, and has certain requirements for students' learning autonomy.

Application of the preclinical education integrated with clinical medicine in the teaching of clinical anatomy / 中华医学教育探索杂志

This project starts with the teaching of clinical anatomy for eight-year medical students, selects specialists to enter the courses according to the content of clinical anatomy, and explores the deep integration of basic and clinical education. This study used the self-made questionnaire to evaluate the effect of the integrated teaching model, and Likert scale was used to score. Meanwhile, the correlation between the scores of each question and total points was analyzed with the item analysis. Moreover, we assessed the principal components through the exploratory factor analysis. The results showed that more than 95% questioned students thought the preclinical education integrated with clinical medicine teaching model is necessary and practical, which can assist medical students in the anatomical structure learning combined with clinical disease, and meanwhile cultivate students' clinical thinking. Only fewer than 10% thought it can connect the basic knowledge and clinical cases effectively, and over 35% thought there are difficulties. Additionally, more than half students (54%) hold the negative attitude which clinicians can't completely replace basic teachers in teaching. Our finding suggests that the integrated teaching model is attractive and feasible. Nonetheless, clinicians can’t replace preclinical teachers completely in the clinical anatomy education yet.

Application effect research of situational case-based learning teaching method in surgical animal experiment course / 中华医学教育探索杂志

Objective:To explore the application effect of situational case-based learning (CBL) teaching method in the surgical animal experiment course.Methods:The five-year clinical medicine students of the Batch 2016 teaching reform classes in Inner Mongolia Medical University were selected as the research objects. The teaching reform Class 1 was the control group, and the teaching reform Class 2 was the experimental group, with 36 students in each group. The control group adopted traditional teaching, while the experimental group introduced situational CBL teaching. The mid-term assessment of the course was carried out, using a multi-station examination including theory and skill operation. At the same time, a questionnaire survey of course satisfaction was carried out among the two groups of students. SPSS 22.0 was used for t-test and Chi-square test. Results:The theoretical performance of the experimental group (72.44 ±7.91) was significantly higher than that of the control group (60.49±8.23), and the performance of skill operation (77.69±7.13) was significantly higher than that of the control group (60.58±8.91). The course satisfaction of the experimental group was significantly higher than that of the control group.Conclusion:The introduction of situational CBL teaching could significantly improve the classroom teaching effect of surgical animal experiments, and be beneficial for medical students to master the basic skills of surgery and the related general theory knowledge of clinical medicine.

Construction of assessment index system on the capacity of clinical medical postgraduate tutor and analysis of its reliability and validity / 中华医学教育探索杂志

Objective:To establish an assessment index system on the capacity of clinical medical postgraduate tutor.Methods:On the basis of "literature optimization method", the index system was initially constructed by 14 experts with "Delphi method". Then, through the survey of 109 people, the reliability and validity were tested by Cronbach's α coefficient and exploratory factor analysis. And analytic hierarchy process was used to calculate the weight coefficient of each index. SPSS 26.0 and AMOS 26.0 were applied for statistical analysis. Results:The assessment index system consisted of 2 first-level indexes, 5 second-level indexes and 27 third-level indexes. The Cronbach's α coefficient of the total index system, first-level indexes and second-level indexes ranged from 0.833 to 0.931. Five common factors were extracted by exploratory factor analysis, and the connotation of factors were basically consistent with the theoretical structure. A confirmatory factor model was established with 5 second-level indexes as the first-order factors, what's more, the theoretical model fitted well with the actual data. The combined weight values of "teaching attitude of the tutor", "medical ethics of the tutor", "scientific research projects of the tutor", "dissertation quality of the graduate students", "the quality of the scientific research and training of the graduate students", "the quality of the clinical training of the graduate students", and "disposable scientific research funds of the tutor" ranked in the top 7 weights of third-level indexes. Conclusion:This assessment index system has good reliability and validity with reasonable connotation, which could be used as a reference for tutor evaluation.

A survey on the satisfaction of clinical medicine master of professional degree / 中华医学教育探索杂志

Objective:To explore the satisfaction of clinical medicine master of professional degree with curriculum training, practice training, scientific research training, tutorial training and management services, and to find out the problems and put forward countermeasures.Methods:A questionnaire was surveyed on the satisfaction of 1 585 clinical masters of professional degree from a medical university in Guangxi. SPSS 20.0 was used for statistical analysis of related data. The quantitative data were uniformly described by means and standard deviation, and variance analysis was used for comparison between groups.Results:The students were most satisfied with the tutorial training, with an average score of 4 points; they were generally satisfied with the curriculum training and management services, and it showed a growing polarization in practice training and scientific research training; in terms of allowances, participation degree of scientific research, and intensity of scientific research work, the students were not satisfied.Conclusion:For the training of clinical medicine masters of professional degree, subsidies and allowances should be increased and the ability of school management services should be enhanced; the scientific research training platform should be developed and the participation in scientific research should be promoted; the training standards should be coordinately formulated and the intensity of scientific research should be moderately strengthened.

Construction of clinical medical examination question bank based on virtual reality technology / 中华医学教育探索杂志

Using novel virtual reality (VR) technology to carry out the construction of clinical medical examination question bank, while deepening the reform of clinical medical course examination, it continues to innovate the medical professional evaluation system and improve the flexibility, diversity and scientificity of clinical medicine in teaching and assessment. It is of great and far-reaching significance to improve the teaching level and the quality of medical education in medical colleges and universities. This paper analyzes and discusses the necessity and feasibility of building a clinical medical examination question bank, and the advantages and prospects of integrating VR technology to carry out the construction of clinical medical examination question bank. At the same time, the exploration and practice of the examination question bank construction based on VR technology disscussed in detail would provide innovative thinking and reference for the clinical medical teaching and evaluation, medical personnel training and other aspects in China.

Study on the ideological and political collaboration education of Chinese-foreign cooperation in running schools in clinical medicine / 中华医学教育探索杂志

This article is based on the connotation of curriculum ideology and politics, combined with the internal connection of medical education globalization and curriculum ideology and politics, and explores the establishment of a curriculum ideological and political collaborative education system with five dimensions: system construction, curriculum type, teaching design, learning stage, and classroom type, to build an all-round, integrated, systematic, and thorough education pattern for all employees and the entire process, and cultivate socialist builders and successors with an international perspective.

A preliminary study on index system construction of the merging reform of doctoral degree education in clinical medicine with the standardized training of specialists / 中华医学教育探索杂志

Objective:To explore the reform plan for the integration of doctoral degree education in clinical medicine and standardized training for specialists.Methods:Using the literature analysis method and expert interview method, the preliminary framework of the merger training program was initially constructed, and Delphi method was used to determine the final index system. Excel 2010 was used to make data entry, and SPSS 19.0 was used for statistical analysis.Results:After two rounds of inquiry, the preliminary framework of the merger training program was finally determined from six aspects: enrollment methods, training resources, training content, training methods, training assessment and quality control, including 6 first-level indicators, 26 second-level indicators and 72 third-level indicators.Conclusion:By scientifically formulating systematic training programs, establishing the core training content and comprehensive evaluation system with post competency, and using flexible academic system, it provides a basis for carrying out the reform of the integration of doctoral education of clinical medicine and standardized training of specialists.

Effect evaluation of PBL and LBL combined teaching method in teaching the skeletal motor system diseases / 中华医学教育探索杂志

Objective:To explore the effect of combined problem-based learning (PBL) and lecture-based learning (LBL) on the teaching of skeletal motor system diseases for eight-year clinical medicine program students.Methods:The clinical eight-year medical students from Batch 2014 and 2015 participating in the teaching of "osteoarthritis" in the course of Skeletal Motor System Diseases in West China Clinical Medical College of Sichuan University were divided into control group (60 students) and experimental group (82 students). The control group was taught by LBL teaching method, while the experimental group was taught by PBL+LBL teaching method. A questionnaire survey was conducted to retrospectively analyze the teaching effects, including learning enthusiasm, knowledge understanding, thinking ability, teamwork ability, practical ability, self-learning ability and teacher-student relationship, as well as the evaluation of teaching satisfaction. The SPSS 22.0 software was used for t test and chi-square test. Results:The survey results showed that students in the experimental group were significantly superior to those in the control group in such aspects as learning enthusiasm (8.00±1.61 vs. 7.28±1.98), knowledge understanding (8.02±1.59 vs. 7.33±1.79), thinking ability (8.34±1.66 vs. 7.42±1.90), teamwork ability (8.32±1.76 vs. 6.60±2.79), practical ability (7.70±1.69 vs. 6.87 ± 2.57), self-learning ability (8.05±1.65 vs. 7.35±2.48) and teacher-student relationship (7.96±1.75 vs. 7.25±2.10), with statistically significant differences ( P<0.05). Meanwhile, the PBL+LBL group was more satisfied with the teaching mode than the LBL group, and the difference was statistically significant ( P<0.05). Conclusion:The application of PBL+LBL teaching method in clinical medicine eight-year program course teaching of "osteoarthritis" in Skeletal Motor System Diseases can effectively improve the learning enthusiasm of students, improve the quality of education, and obtain good teaching effect.