Exploration and practice on the training of critical thinking in medical education / 中华医学教育探索杂志

Critical thinking is one of the core professional competences for medical students.The ultimate goal of critical thinking is to combine the highly individualized experience and comprehension with the generally applicable scientific cognitive system.Therefore in medical education,the cultivation of critical thinking should embody the objective and the characteristics of critical thinking,such as rational restriction,dialectical thinking,empathy practice and scientific evaluation,and great attention to the principles and conditions of the application must be given.In the course of teaching design and implementation it's necessary to choose the appropriate point,to set up the teaching situation suitable for developing critical thinking,to optimize the structure of teaching content,to strengthen the practice of critical thinking methodology and to value "asking questions" and so on.

‘Response to injury’ teaching based on the concept of global minimum essential requirements / 中华医学教育探索杂志

Taking global minimum essential requirements(GMER)as standard,school of basic medical science in Wuhan University paid more attention to the cultivation of students' professional skills, innovation ability and communication ability. ‘Response to injury’integrated course was carried out. Based on the immunology,this course involves pathology and pathophysiology and explores the mecha-nism of the diseases' diagnosis and treatment. It took small classes,bilingual education,literature read-ing ,experiments and discussions in various forms . This reform aimed to improve the immunology , pathology and pathophysiology teaching and make our medical education meet the process of globalization.

Medical students’"group health"education status and countermeasures / 中华医学教育探索杂志

Institute for International Medical Education(IIME) develops the concept of global minimum essential requirements,in which the knowledge and skills of"group health"are ranked as the important parts of training the qualified medical students. But in China,the medi-cal colleges almost run the schools according to the traditional teaching system. Whether teach-ing the knowledge of group health is consistent with the current personnel training requirements deserves our attention. Based on the investigation of teaching status about the medical students "group health"knowledge,the author finds the problems in the field of education with regard to the knowledge and skills and puts forward specific measures to improve it.

Comparative Analysis of Attitudes Toward the Global Minimum Essential Requirements in Medical Education Between Chinese Doctors and Graduates / 中华医学教育探索杂志

Objectives:To learn about the attitudes toward the "Global Minimum Essential Requirements(GMER) in medical education" between Chinese doctors and graduates from the same medical university and to offer reference for spreading GMER in China.Methods: To investigate the subbjects using a questionnaire describing the related abilities of GMER.Description,rank test,multivariate analysis of variance and factor analysis are applied in data analysis.Results: In general,there are different attitudes toward GMER between doctors and graduates.13 of 23 items have statistical significance in scores between groups.The proportion of person considering every item as important or very important among doctors is higher than that among graduates.There is statistical significance between groups on the transformed score in 7 domains of GMER.The domain of topmost score is "clinical skills",and of the lowermost one is "community health & health system".Conclusions: Doctors and graduates both accept GMER.They both pay attention to occupational skills,but ignore the public health.Doctors think much of basic knowledge,while graduates are short of the cognition on "Information Management".