RESUMEN
Objective:To analyze employment status and its tendency of eight-year program clinical medical graduates and explore its implications to talent cultivation using employment data from a university in Beijing.Methods:Descriptive analysis was used in this study. Indicators that were analyzed included quantity of employment, employment rate, employment region and specialty.Results:Between 2009 and 2021, a total of 2 281 eight-year clinical medical students graduated in the university. Among them, 2 188 (96.0%) of them were employed in the year of graduation. On average, 90.8% (2 034/2 241) of them were employed by medical institutions although the percentage decreased over years. A majority of them chose to work in economically developed provinces of eastern China. Those chose to work in Beijing accounted for 78.7% (1 723/2 188), the highest percentage among all provinces. The top two specialties of choice were surgery and internal medicine, which respectively accounted for 33.0% (753/2 281) and 24.4% (557/2 281). Only a few of them chose to study some specialties that were challenged by a serious shortage of physicians, including pediatrics, mental diseases and mental health.Conclusion:Although the employment status of eight-year clinical medical graduates are good, it is still necessary to pay attention to the new tendency of employment, and further improve training scheme. Meanwhile, more guidance on choice of secondary specialties are needed to build a competent talent team for specialty development. Finally, education of curriculum iedology and politics should be strengthened to encourage them to work in specialties and remote provinces that face a serious shortage of physicians.
RESUMEN
Curriculum for undergraduate medical education in the United Kingdom consists of two parts, namely pre-clinical and clinical courses. Medical undergraduate students are encouraged to study for a second degree and individualized education is emphasized. Various methods are employed in teaching highly integrated courses, mainly according to human organs and systems or physiological functions. Drawing lessons from relevant experiences of the United Kingdom, China should further strengthen the formulation and supervision of standards and guidelines for undergraduate medical education, and actively promote the reform of teaching models in order to facilitate the connection and integration between basic medical education and clinical practice. It's also suggested that priorities be given to the cultivation of compound medical talents and individualized education for medical students. Finally, educational system should be further improved in order to enhance the effects of clinical practice.
RESUMEN
In the United Kingdom,undergraduate education of geriatric medicine focuses on helping students understand or describe relevant contents,with only a few ability requirements.At most medical schools,the teaching of geriatric medicine is integrated with other clinical curriculums,such as mental health and internal medicine.The pedagogy of geriatric medicine that consists of formal and informal ones,tends to become varied and has some innovations in terms of simulation education,interdisciplinary education,and student-centered education.Based on the relevant experience in the UK,it is suggested that China should study and formulate the teaching requirements of geriatrics for undergraduate clinical medicine specialty in order to standardize and promote related work.Medical colleges and universities can better integrate geriatric knowledge into the existing curriculum system,constantly innovate geriatric teaching methods,actively use simulation teaching,student-centered education and other ways to improve the teaching effect.
RESUMEN
Objective To study the scale and structure of health professional education in China's colleges and universities and their changes from 1998 to 2012. Method Descriptive analyses of national data were conducted, mainly including calculation of absolute numbers, average rates of change per year, and percentages. Results The number of colleges and universities involved in health professional education increased from 189 in 1998 to 590 in 2012.The number of health professional students who were enrolled by, studied in and graduated from these colleges and universities respec-tively reached 587 thousand, 2 104 thousand, and 508 thousand in 2012, with annual growth rates of about 15 percent. The proportion of diploma graduates rose from 42.9 percent in 1998 to 54.0 percent in 2012, which was bigger than those of students at other education levels. In 2012, health professional educational institutions per 10 million popu-lation in western China was less than eastern and middle China by 1.1 and 0.9, respectively. Health profes-sional graduates per 10 thousand population in western China was less than eastern and middle China by 3.3 and 1.6, respectively. Public institutions and their students respectively accounted for 78.1 percent and 85.1 percent though private institutions and their students increased more quickly than public ones. Student-faculty ratio rose from 7.1∶1 in 1998 to 20.0∶1 in 2012. Conclusion The scale of health profes-sional education has been expanding at a decreasing growth rate in China. The disciplinary composition of health professional students has some-what improved and private schools increased at a quicker rate than public ones. However, the gap in scale of education between western China and middle/eastern China has been widening. Education re-sources per student cannot keep pace with the expansion of students, which has affected education of health professionals in many aspects.