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Objective:To investigate the application of modified mini-clinical evaluation exercise (Mini-CEX) in the probationary teaching of dermatology and venereology for eight-year program students.Methods:From 2019 to 2020, a modified Mini-CEX was used to grade 58 eight-year program students at the Third Affiliated Hospital of Sun Yat-Sen University at the early, middle, and late stages of the probationary teaching of dermatology and venereology. The modifications included refining various evaluation indicators. Specifically, medical history collection involved dynamic changes in rashes, negative symptoms with differential diagnostic significance, past history/personal history/family history, and other important medical history; physical examination involved the specialized condition of rashes, systematic physical examination, and negative signs with differential diagnostic significance; humanistic care involved caring for patients, health education, and privacy protection; clinical judgment involved principles of diagnosis, differential diagnosis, and treatment; communication skills involved proficiency, prioritization, and body language; organizational effectiveness involved time allocation, patient compliance, and preparation work; overall performance involved calmness and fluency, neat writing, and preliminary clinical thinking. SPSS 20.0 was used to perform the t test. Results:Compared with the early stage of probation, the 58 eight-year program students improved their scores in clinical comprehensive ability evaluation and scores in each specific evaluation at the middle and late stages of probation ( P < 0.001). The dynamic changes in rashes and the specialized situation of rashes (identification and description of rashes) were specific to this discipline. Conclusion:The modified Mini-CEX is an objective, comprehensive, concise, and efficient assessment tool, which meets the needs of teaching reform and practice of dermatology and venereology.
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Objective:To explore the effect of early clinical clerkship training in the early exposure to clinical practice of eight-year program medical students.Methods:Experimental control method was used in this study. A total of 120 eight-year program medical students in the third year of Batch 2014 to 2016 from the Union Hospital, Tongji Medical College, Huazhong University of Science and Technology were selected as the research objects. The students of each grade were randomly selected by computer and divided into experimental group and control group, with 20 students in each group. Before early clinical exposure, the experimental group received 16 class hours of early clinical clerkship training, while the control group did not receive early clinical clerkship training. After the early clinical exposure, the clinical diagnosis and treatment ability of the two groups of students was compared. SPSS 24.0 software was used for t test. Results:The scores of medical history inquiry of experimental group and control group were [(17.45±1.96) points and (15.95±1.93) points; (18.30±1.03) points and (16.75±1.86) points; (17.95±1.36) points and (16.40±1.60) points, respectively]. The physical examination scores were [(17.75±1.65) points and (16.05±1.64) points; (17.85±1.18) points and (16.80±1.47) points; (18.25±1.16) points and (16.85±1.63) points, respectively]. The clinical judgment scores were [(18.15±1.42) points and (16.35±2.41) points; (18.20±1.24) points and (16.65±1.53) points; (18.35±1.35) points and (16.25±1.83) points, respectively]. Diagnosis and treatment scheme scores were [(17.15±1.57) points and (14.55±2.56) points; (17.30±1.42) points and (15.90±1.48) points; (17.80±1.06) points and (16.35±1.87) points, respectively]. The scores of communication skills were [(17.95±1.15) points and (17.00±1.19) points; (18.55±0.83) points and (17.45±1.50) points; (18.45±1.00) points and (17.45±1.23) points, respectively], with statistically significant differences (all P<0.05). Conclusion:The application of early clinical clerkship training in the early exposure to clinical practice of eight-year program medical students can improve the quality of students' clerkship.
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Objective:To investigate the impact of online teaching on dermatology study in the undergraduate stage of the eight-year program medical students of Peking University Third Hospital.Methods:Questionnaires were administered before and after dermatology theoretical lectures and probation among the eight-year program medical students of the Peking University Third Hospital. Online teaching in 2020 was compared with offline teaching from 2016 to 2019. Written examination was taken after studying and the results were analyzed. SPSS 21.0 was used to conduct t-test and Mann-Whitney U test. Results:The total number of students that received online teaching was 53, and the response rate of the questionnaire was 75.5(80/106); the number of students receiving offline teaching was 166 and the response rate of the questionnaire was 99.1% (329/332). After dermatology theoretical lectures and probation, the scores of the written examination of online teaching were better than those of offline teaching ( P<0.001). The self-evaluation of the diagnostic ability of urticaria in students that received online teaching was lower than that in offline teaching students ( P=0.008); whereas the importance rating of dermatology department in hospitals ( P<0.001) and the interest in dermatology ( P=0.002) were significantly higher in online teaching than offline teaching. No significant differences were found in the self-evaluation of the diagnostic ability of eczema and acne, the willingness to be a dermatologist, difficulty rating in dermatology study, etc. Sixty percent (24/40) of students submitted open suggestions, and the most suggestion was to increase offline probation [22.5%(9/40). Conclusion:The online teaching of dermatology theoretical lectures and probation may be better for students' knowledge than offline teaching and they can also stimulate students' interest in learning. However, students' confidence in the diagnosis and treatment of certain common disease might be slightly lower in online teaching than in offline teaching. The combination of online and offline teaching might provide more advantages in the future. The form and content of online teaching also urgently need to be further improved in practice.
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Clinical students in 8-year program in the Zhejiang University School of Medicine carried out the "4+4" mode, namely, four undergraduate years of non-medical courses and four years of professional medical cultivation. During the professional cultivation, modular teaching of integrated medical courses was adopted for cultivating medical students with solid medical basis and broad thinking. With the background of integrated module of nerve, mind and exercise and according to students' characteristics and self-experience, teachers in neurology brought out measures focusing on "three basic courses" education when guiding students, diversifying teaching methods, utilizing Cloud Model to try new evaluation methods and so on, so as to cultivate more medical talents.
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The article analyzed the problems in the clinical practice evaluation of eight-year program and illuminate the characteristics of the process evaluation based on Sojump , and pointed out that the implementation of the process evaluation into the clinical practice evaluation is the inevitable trend in the development of clinical teaching. Combining with the case study of eight-year program in West China Medical School, the article described the implementation of process evaluation in detail. On the basis of the Sojump as the platform for evaluation, the evaluation questionnaire according to the practice rotary table has con-ducted, and the"evaluation-feedback-evaluation-feedback"model had been set up. The application of pro-cess evaluation has promoted the effect of the clinical teaching. However, in the following practice, it is necessary to solve the problems as the evaluation of each teacher can't be specific and students' awareness and cognition of teaching evaluation can't be guaranteed, etc.
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Clinical students in 8-year program in the Zhejiang University School of Medicine carried out the "4+4" mode,namely,four undergraduate years of non-medical courses and four years of professional medical cultivation.During the professional cultivation,modular teaching of integrated medical courses was adopted for cultivating medical students with solid medical basis and broad thinking.With the background of integrated module of nerve,mind and exercise and according to students' characteristics and self-experience,teachers in neurology brought out measures focusing on "three basic courses" education when guiding students,diversifying teaching methods,utilizing Cloud Model to try new evaluation methods and so on,so as to cultivate more medical talents.
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Since the establishment of eight-year clinical medicine specialty, in line with the princi-ple of "eight-year consistency and fusion of the bachelor and doctor degree", the training mode of "strength-ening the foundation, focusing on quality, overall optimization, facing the clinical" has been implemented. In order to reach the standard of professional doctorate, a series of courses of professional doctorate need to be fused in limited time and designed carefully by medical schools. However, grasping proper teaching time and opportunity is particularly important for students' learning and development. By collecting the courses information of 11 medical colleges and universities offering eight-year clinical medicine specialty, we have analyzed the teaching time, methods and course categories of scientific research training courses and graduate degree courses, aiming to find the appropriate teaching program.
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Objective To analyze the training effect of eight-year and five-year program students of clinical medicine specialty in Tongji Medical College of Huazhong University of Science and Technology,and explore the reform of medical personnel training mode.Method We collected the graduation stage appraisal results of 96 students in 8-year program of 2008 year class and 200 students in 5-year program of 2011 year class,including results of theory examination and the results of Objective Structured Clinical Examination (OSCE).We also conducted a satisfaction questionnaire about educational effects among them.SPSS 17 was used to conduct independent sample chi square test on two groups of students' assessment data.Results The average score of theory examination had no statistical significance [(63.80 ± 1.36) vs.(61.37 ± 6.95),P=0.175],but the eight-year program students had higher pass rate than five-year program students (63.5％ vs.54.0％,P=0.039).The average OSCE score of the eight year students was higher than that of the five year system,and the difference was statistically significant [(76.11 ± 2.13) vs.(73.21 ± 2.12),P=0.03].From the three aspects of time distribution,teaching methods and teachers' attitudes,it was analyzed that over half of the eight-year program students were satisfied with the teaching of the basic theory and self-learning ability,while more than 50％ students of the five-year program were satisfied with the teaching of basic theory.Conclusion The models of medical education in eight-year program and five-year program in Tongji Medical College of Huazhong University of Science and Technology have achieved remarkable success.Further reformation and perfection in the models are still needed to cultivate more qualified medical students.
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Bilingual teaching is a necessary product in the field of both English teaching and professional courses teaching induced directly by a purpose to catch up with international education level during the process of educational reforms.Yet few researches launched to study possible ways which may improve the curriculum model have been reported in the last five years.In order to follow up the previous studies and present fresh ideas as well as conclusions,this survey reflects the current status of bilingual teaching in eight-year M.D.program from the perspectives of both the teachers and students via questionnaire analysis together with face to face interviews.Moreover,our survey expresses underlying deficiencies of this teaching system from brand-new aspects which have never been discussed before along with their corresponding solutions objectively.
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Objective To explore the effect and method of the theory teaching of general practice course for eight-year program of clinical medical students. Methods The course of General Medicine was set up for 87 students from two grades in their fourth school year. All of them attended a closed-book exami-nation when they finished the lectures. The satisfaction rates, necessity and the suggestion of teaching and assessment were collected from the questionnaire. Results The examination results of the two grade students were (80.92±7.26) and (83.76±5.75); The satisfaction rate was 40.2％ (35/87); Necessity of the courses was between 3.6 to 4.1 (5-point-Likert-scale). The way of teaching method students chose was dif-ferent by course content. Conclusion The theory teaching of general practice course for eight-year program of clinical medical students needs more reform from curriculum designing, teaching methods, faculty train-ing and evaluation methods.
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As one of the first pilot eight-year clinical medicine education institutions, Xiangya School of Medicine has already put it into practice for almost 12 years. After years exploring and reforming, its cultivating plan has already been built up. This paper will make a brief comparative analysis between 2004 version and 2012 version in cultivating objectives, model and characteristics, demonstrated the development and reform of its eight-year program education, shown its features such as strengthening the basic knowledge, emphasizing the clinical skills, cultivating the capabilities, and broadening the international perspectives, and attempt to contact the residency and research training, in order to provide the reference for the eight-year program education reform.
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Objective To establish the examination criteria for the prosthodontic clinical practice using Delphi method,to improve the evaluation level of clinical practice of dental students.Method 15 clinical experts in the department of prosthodontics,Peking University School of Stomatology were selected in this study.The evaluation indicators system of prosthodontic clinical practice was established by two rounds of investigations by Delphi method.Initiative ratio and authority coefficient (Cr) of the experts were used to evaluate the reliability of the new examination criteria.Next,the eight-year program students in class of 2007 (38 students) and 2008 (34 students) were examined by old and new examination criteria respectively and the feedback of the students were collected by the method of questionnaire.SPSS 16.0 was used for data processing.Results In this study,the initiative and the authority of the experts was very high,and the initiative ratio and authority coefficient were 100％ and 0.860 respectively.A new examination criterion of prosthodontic clinical practice was established,including 3 first-level indicators,9 second-level indicators and 19 third-level indicators.Questionnaire analysis revealed that only 12％ (n=4) and 9％ (n=3)of the students in class of 2008 considered the new examination criteria was not comprehensive enough or objective enough,which was obviously less than the students in class of 2007 [45％ (n=17) and 36％ (n=14)].Conclusion A new examination criterion of prosthodontic clinical practice was successfully established by Delphi method.The new examination criterion is more comprehensive and objective than the old one and can promote the educational quality of clinical practice of dental students.The method of this study also provides reference for the educational reform of clinical practice in other fields.
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?In allusion to the training requirements of eight-year program medical students, combining with our own experience in teaching this type of the students in ophthalmology, we have done some thinking about the training methods of eight-year program medical students in order to improving their comprehensive abilities of ophthalmology. Several suggestions are made in various aspects, including the study of the basic theory of ophthalmology, the training of doctor - patient communication skills, the training of basic clinical skills, the interest developments in ophthalmology subspecialty areas and the training of basic experiment skills.
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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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With the development of wireless networks and mobile intelligent terminal the new media technology is profoundly changing people's lifestyle and study mode. We applied new media technologies to the teaching practice of eight-year medical program to stimulate students' learning en-thusiasm and productivity, which greatly expanded the knowledge of students, enrich teaching methods, and achieved good teaching effect.
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Objective To discuss some expectation on reform of classroom teaching method for eight-year program medical education, in order to provide a basis for the evaluation and reform of classroom teaching method. Methods Investigation that mainly included expectation on reform of classroom teaching method, classroom teaching method of most expected application, and ex-pected value of classroom teaching method was investigated and analyzed with self-made question-naire, to total 78 medical students (22 of Grade 2008, 20 of Grade 2009, 20 of Grade 2010, 16 of Grade 2011) of eight-year program who had completed the stage before medical education in the uni-versity, and related 32 teachers. Software of SPSS 20.0 was used to make statistical analysis. Results In the survey, 55.8% students and 78.1% teachers hoped to reform the current classroom teaching methods (χ2=4.782,P=0.029). 61%students and 90.6% teachers expected comprehensive application of diverse method(χ2=15.464,P=0.017), including instruction combined with writing on blackboard, teaching by multimedia, PBL, inversion-type class, independent learning, a lot of questions for exami-nation, and so on. The value expectation (>60%) of classroom teaching method was multivariate, in-cluding to stimulate students' interest in learning, to cultivate ability of finding and solving problems, conducive to understanding of knowledge and memory, conducive to comprehension and memory of knowledge, conducive to cultivation of learning method, able to improve ability of creativity and criti-cal thinking, conducive to strengthening interaction and communication of teachers and students, to improve the subject consciousness of student in classroom, helpful to cultivate the spirit of teamwork, to improve the efficiency of teaching, and able to make full use of information technology. Conclusions For the diversified value demand and the highly expectation on reform of current classroom teaching method, more attention should be paid to evaluation and guidance on reform of classroom teaching method for eight-year program medical education.
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Tralning top medical talents with high quality, innovation and internationalization, who can not only cure diseases but also do research and have translational medicine concept and abil-ity, is the basis and key of translational medicine development. The article has discussed the principles and theories of translational medical personnel tralning system construction and outlined the 3B2C Eight-year program translational medical personnel tralning system, which includes 3B2C translational medicine integrated curriculum system, systematic teaching model reform based on the open online courses, the cultivation mechanism of promoting good top students to stand out. It has also discussed the key problems to be grasped in reform of translational medical personnel tralning system.
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Taking Liaoning University of Traditional Chinese Medicine as an example, a survey of seven-year program students in-formation quality is made.Based on the survey result, it discusses the content, teaching method and approach reform of Traditional Chi-nese medicine literature and information retrieval course for seven-year program students, so as to make better contribution to improving the information literacy of the seven-year program students.
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Objective By investigating the actualities of career development potential of eight-year program medical students, to explore a direction of training mode innovation aiming to improve career development potential. Methods Eight-year program medical graduates, their tutors, and di-rectors of their clinical department in a university hospital were the subjects of the current study. Questionnaire method was applied to evaluate professional competence including clinical skills, re-search capabilities and integrative ability . Anonymous questionnaires were dispensed to eight-year program medical graduates for self-evaluation. Distinct anonymous questionnaires were dispensed to tutors directors for evaluation. Traditional doctoral graduates (professional degree or academic degree) were set as standard for comparison of specific ability of eight-year program medical students. Results 74 out of 85 (87%) questionnaires for Eight-year program medical graduates were available. 53 out of 63 (84%) questionnaires for tutors were available. 21 out of 26 (81%) questionnaires for directors of clinical departments were available. In clinical capabilities, according to 43 percent (32 persons) of the eight-year MD graduates' self-assessment and the evaluation of 94%(50 persons) mentors and 81%(17 people) department directors, eight-year program medical graduates were regarded as lower-skilled clinicians compared with doctoral graduates with professional degree . Eight-year program medical graduates were also considered with worse research capabilities than doctoral graduates with profes-sional degree by themselves (76%, n=56), their tutors (91%, n=48), and their department directors (86%, n=18). Conclusions The survey shows that to some extent, the current eight-year clinical doctoral graduates lack of career development potential, reflecting the current training mode cannot lead to the given training goals. We suggest that both clinical skills and research capabilities should be enhanced to make sure that eight-year program medical graduates deserve the title of academic physicianorphysician scientists.
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Two-way choice is the main way for the seven-year-program clinical medical students and postgraduate supervisors.This article analyzes the influence factors and shortages of two-way choice for postgraduate supervisors and seven-year-program clinical medical students.This investigation discovers that the supervisor's abilities of research,teaching and clinical and their personal magnetism are important and key factors.The students' gender,character,hobbies and interests and the familiarity to profession are the secondary factors.The other factors that include employment status,the level of income and the advice of parents and friends also have influence on two-way choice for postgraduate supervisors and seven-year-program clinical medical students.In order to further improve the tow-way choice,the author gives some suggestions,including introducing profession and the scientific researches of supervisors in advance,encouraging the face-to-face communication between students and supervisors,promoting multiple profession choices and giving some aids to the students for choosing the supervisors.