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Objective To understand the learning motivation and innovation ability of eight-year program medical students in military Academy.Methods 57 students of six,eight grade of a military medical 8-year program were selected as the research object,among whom,there were 56 effective subjects (six grade 25,eight grade 31).The learning motivation scale,Williams' innovation ability scale and self-compiled questionnaire were used and in the form of questionnaire the students' learning motivation and innovation ability were analyzed.Results Among the medical students of eight-year program,the number of the low level of learning motivation was 7(12.5％),the number of medium was 43 (76.8％),the number of higher was 6(10.7％);Innovation ability overall score was (68.48 ± 5.466),four dimensions score of imagination,curiosity,adventure and challenge did not have statistical significance (F=2.254,P=2.254).The curious dimension score of grade six [(71.05 ± 8.035)] was higher than grade eight [(66.97 ± 6.585)],and there was statistical difference (t=2.086,P=0.042).Most of the students just had long-term goals for the future planning (35,62.5％).There were 27 (48.2％) students expecting good grades and 21(37.5％) expecting excellent grades.The number of the students who thought their innovation ability was higher was 28 (50.0％) and who thought their innovation ability was general was 27(48.2％).There were 82.1％ students whose motivation for an examination was mainly to improve their own quality,67.9％ of the students for contributing to the country.Conclusion The level of learning motivation and innovation ability of eight-year program medical students in military academy are more appropriate,but their innovation ability level is not ideal.The teaching reform should be deepened to further improve the students' learning motivation and innovation ability level.
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Objective To screened out items with large proportion of technical analysis in obstetrics and gynecology physical examination by using statistical parameters Kappa index and to evaluate effect and clinical significance of Kappa index based on objective data and students' and teachers' subjective feeling.Methods We made Kappa index screening with double-blind method and established the Kappa index table for teachers and students.Students were randomly divided into conventional teaching group (n =26) and teaching reform group (n =29).Students in conventional teaching group traditionally followed the teacher to carry on the practice while those in teaching reform group received training according to the numerical value index and had examination after training.We paid attention to each student's weak points,provided personalized guidance and communicated with students actively.Results We found that it was uneasy for beginners to quickly grasp four step obstetrics palpation in-spection according to Kappa index.There were statistical differences in operation of gynecological physical examination between two groups (P =0.016).Conclusions Application of Kappa index can help us screen out skills in the operation suitable for training for eight-year program medical students.With quantitative evaluation,we can improve quality of clinical practice teaching in department of obstetrics and gynecology and guide educational reform.
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Eight-year-program medical students would be officially into 'postgraduate' stage when they complete the study task of 'undergraduate'.Eight-year-program medical students should do the following four aspects to promote the transition from 'undergraduate' to ' postgraduate'.First,changing the study manner from inactive to active and fostering independent learning ability; second,strengthening the communication skills with different people; third,cultivating clinical thinking and taking advantages of various basic knowledge; fourth,emphasizing the training of scientific research thinking ability.
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The paper is to explore the goals and models of Orthodontic teaching in eight-year medical students. It tries to design some teaching goals, teaching models and standards of examination to train medical students according to the eight-year program characteristics, and discuss the problems of eight-year program orthodontic teaching.