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The ethical dilemma in scientific research exists at all stages of the scientific research activities among medical graduate students， mainly involving conflicts of interest， clinical trials， animal experiments， and the relationship between teachers and students. If medical graduate students are in the ethical dilemma in scientific research for a long time， their research activities will be greatly affected. By discussing the connotation， evaluation tools， current situation， influencing factors， and improvement measures of ethical dilemmas in scientific research， this paper proposed some suggestions， such as comprehensively investigating the influencing factors of ethical dilemmas in scientific research， and formulating targeted improvement measures， with a view to helping medical graduate students identify and get rid of ethical dilemmas in scientific research， and promote the stability of research activities.
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Objective@#To explore the relationship between stress sources and anxiety symptoms of medical graduate students, as well as the mediating role of negative emotion and the moderating role of social support.@*Methods@#A questionnaire survey was conducted among 1 216 medical students of 16 medical colleges in 13 provinces (municipalities directly under the Central Government) by using graduate stressors scale, Hopkins symptom checklist, the positive and negative affect scale and perceived social support scale.Correlation analysis, regression analysis, SPSS-process mediation and adjustment methods were used for data processing.@*Results@#(1) The whole average score of stress source was (2.45±0.54), and the scores of anxiety symptoms, negative emotions and social support were (1.68±0.59), (2.26±0.70) and (5.28 ±1.01). (2) There was a positive correlation between stress and anxiety symptoms (r=0.37, P<0.01), and negative emotion (r=0.38, P<0.01) and a negative correlation between stress source and social support (r=-0.20, P<0.01). (3) Negative emotion plays a significant partial mediating role between stressors and anxiety symptoms (indirect effect value=0.24, SE=0.02, 95%CI: 0.20-0.28), accounted for 58.54% of the total effect.(4) Social support moderated the effects of stressors on negative emotion (R2=0.24) and the effects of stressors on anxiety symptoms (R2=0.44).@*Conclusion@#Negative emotion plays a partial intermediary role in stress sources and anxiety symptoms, and social support plays a multiple moderating role.
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Single-supervisor system is the widespread practice for graduates of clinical medicine at present. But in terms of education to clinical medical graduate students, students rotate in the departments of various disciplines for a long time, and there are more rotary department, resulting in some students' unbalanced learning development. Combined with the charac-teristics of the department of hematology, multi-supervisors training model was carried out to the rotating masters of other disciplines when they rotated in hematology department. With supervisor equipment and teaching implementation, we applied the principle of integrating theory with practice and trained students' innovation ability and doctor-patient communication ability. Compared with traditional single supervisor training pattern, multi-supervisors system can effec-tively improve the students' theoretical level, practical skills and comprehensive ability when the clinical medical graduate students rotate in the department of hematology.
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Objective To compare the advantages and disadvantages between the discussion teaching round model and the traditional round model in the tralning of medical graduate students. Methods 38 and 41 medical graduate students were practicing under the discussion teaching round model and the traditional round model in our hospital from Jan 2012 to Dec 2012. The questionnalre and the Clinical Skill Test were used to evaluate the teaching effect. The t test group design was used to make comparison between group mean. Results Compared with the traditional round model group, the discussion teaching round model group had higher evaluation to the teaching methods, consciousness of participation, the rounds impressions and clinical thinking cultivation, with statistically significant difference (P<0.05). The total score of the Clinical Skill Test was higher in the discussion teaching round model group than the traditional round model group[(86.4±4.8) vs (78.2±6.4), P=0.02]. Conclusion The discussion teaching round model can improve the quality of clinical practice and is an effective method for the education in medical graduate students.
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Objective In this study,we aim to investigate and evaluate the application of peer education on the teaching of medical graduate students and to evaluate the teaching effect,in order to provide the basis for subsequent practice reform.Methods 49 graduate students majoring Internal Medicine-Pulmonology were randomly divided into traditional teaching(24) and peer education groups (25).We chose the primary culture technology of rat distal pulmonary arterial smooth muscle cells to be the teaching contents.For the traditional teaching group,we used the mode of class lecture giving and experimental skills learning under the assistance of the teachers; while in the peer education group,students benefited from the combination of class lecture given by the teacher and the seniors fixed teaching in which seniors help younger students.We selected the experimental operating time,cell purity and the practicing time to reach a standard culture as the evaluation indexes by filling a follow up questionnaire.The SPSS 13.0 was applied to the related data forx2 or t test.Results In the traditional teaching group,the average time to reach three times of standard culture was(3.2 ± 0.5) hour,which was(2.3 ± 0.4) hour in the peer education group.The cell purity was 80.1 ± 3.6％ in the traditional teaching group,while(85.4 ± 5.9)％ in the peer education group.The average practicing time was(6.3 ± 1.0) in the traditional teaching group,while(4.9 ± 0.6) in the peer education group.The peer education group master the teaching content better than the traditional teaching group (P=0.00).95.8％(23/24)of the students in the peer-education group considered the teaching contents simple,which was statistically higher(P=0.00) than traditional group (62.5％,15/24).Meanwhile,95.8％ (23/24)of the students in the peer-education group considered the teaching methods easy to accept,which was also statistically higher(P=0.02) than traditional group(70.8％,17/24).The difference was statistically significant (P=0.02).Conclusion The application effect of peer education is good and there is high degree of acceptance among the students.Besides,peer education accords with the medical postgraduate experiment teaching rules,and can cultivate medical graduate students' spirit of cooperation and communication ability in the process of implementation.
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Objective To investigate and compare the clinical thinking ability of medical graduate students of different majors and different grades to explore the influencing factors of clinical thinking ability. Methods 180 graduate students in Medical College of Qingdao University were sur-veyed,including 54 nursing and 126 clinical medicine graduates of different grades. We used a self-designed scale of clinical thinking ability which included three main dimensions (critical thinking abil-ity, systematic thinking ability, evidence-based thinking ability) and twenty-four level 2 items. Ap-plying t test, ANOVA, multiple linear regression analysis for data statistical analysis. Results There's no significant difference comparing the scores of nursing graduates to the scores of clinical medical graduates(t=-0.80, P>0.05). However, there is significant difference in the different grade graduates (F=53.43, P<0.05). The multiple linear regression analysis shows that the practice time, reading professional literature quantity, and starting research earlier or later,are signif-icantly related to the clinical thinking ability(P<0.05). Conclusion The clinical thinking level of medical graduate students is generally high, and the higher grade, the higher level of clinical think-ing ability. We must strength-en the training of clinical thinking ability of medical graduates.
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Cultivation of academic type of medical graduate students is an important part of medical education system in our country and the individualized cultivation is an important way of training.Frist,the individualized cultivation of academic type of medical graduate students requires that supervisors fully understand the characteristics of the graduate students based on supervisors' subjective feelings and the result of scientific research test of the students.and then divide the students into three types(type A,B and C).With reference to the PDCA cycle management model,the supervisors carry out the individualized cultivation for different types of students in various links of the PDCA cycle,in order to encourage excellent students,urge the average students,and help the students who are behind.From the result of the individualized cultivation of academic type of medical graduate students in single research team,the proportion of students type rose from 2.9％ (type A),65.7％ (type B) and 31.4％(type C) at the beginning to 23.5％(type A),68.6％(type B) and 7.9％(type C) at the time of graduation.The research output is huge,so as to promote the quality of cultivation of academic type of medical graduate students.
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ObjectiveTo invest the situation and to improve the education on biosafety among medical graduate students.MethodsTaking the medical graduate students of Sun Yat-sen University enrolled in fall 2008 as investigators,we implemented investigation on biosafety by a self-designed biosafety awareness questionnaires.The investigation included four fields,the legislation and institution on biosafety,the laboratory operating rules and regulations,the consciousness of protection and the emergency response skill on biosafety.ResultsWe got the present situations of the medical graduate students on biosafety which showed that it was urgent for students to strengthen the biosafety training and education.ConclusionWe tried to provide reference for establishing the educational system on laboratory biosafety based the Sun Yat-sen University's practice.
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This paper analyzes the characteristics of the follow-up quality survey and evaluation of medical graduate students in China.It raises that the follow-up quality survey of graduate students in medical schools should be institutionalized,standardized and normalized; the survey and evaluation should be conducted through close cooperation with the relevant departments and training units; comparative studies on graduates of different years should be conducted; and the indicator system and survey content should value the characteristics of times,training units and subjects; Finally,specific technical issues such as when and to whom the evaluation and survey should be conducted,survey arrangements,evaluation methods,the diversity of participants and determination of results are discussed and suggestions are put forward.
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Aiming at the weakness of the medical graduate students' ideological and political education,we developed the new mode via investigation and surveying,allowing for the medical characteristics. We suggested that we should bring into full play the tutors and their groups function and excavate the connotation of groups’ morality education on the basis of the scientific research groups to develop the medical students' ideological and political education.
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Clinical teaching plays an important role in the education of medical graduate students.In the clinical teaching of the graduate students of burn and plastic surgery,we based it on clinical practice and guided the students in changing their modes of learning and thinking from examination-orientedness to problem solving,from simple vertical to clinical lateral thinking.We made sure that they all acquired innovative ideas and correct methods of clinical research by various academic activities,and cultivated their practical abilities and medical virtues by strict training and moral education.