Practical research of diversified laboratory open training to improve clinical skills of medical students / 中华医学教育探索杂志

Objective:To improve the clinical skills of medical students, and explore the implementation plan and effect of diversified laboratory open training.Methods:A total of 808 undergraduate students of clinical medicine in Batch 2015 were selected for diversified laboratory open training in the 5th, 6th and 7th semesters. Multiple reservation methods were adopted including: personal independent network reservation, written reservation, "registered" network reservation; diversified open model: students practice independently, "workshop" special operation training, team make-up lessons; diversified practice modules: basic skills, specialist skills, and comprehensive skills. The results of the questionnaire survey on the two stages of students' diversified laboratory open training and the end of the internship were analyzed; and the Batch 2015 and Batch 2014 graduation skills test scores were compared. SPSS 20.0 software was used for t-test. Results:After the opening of the diversified laboratory: 92.61% (664/717) of the students were satisfied with the open model; 93.58% (671/717) of the students were satisfied with the reservation method; 94.42% (677/717) of the students thought that it could promote learning motivation; 97.35% (698/717) of the students thought that it could stimulate learning interest; 96.51% (692/717) of the students thought that it could help knowledge and skills grasp. After the internship and the return to the school, the questionnaire showed that 98.02% (741/756) of the students thought it could improve clinical skills; 92.33% (698/756) of the students thought it could cultivate clinical thinking; 95.63% (723/756) of the students thought it could enhance self-confidence in the internship; 94.18% (712/756) of the students thought it could increase a sense of professional belonging. The students' graduation skills (90.33±5.59) and single skill exam scores of Batch 2015 were better than Batch 2014 (82.22±7.19), with a statistically significant difference ( P<0.001). Conclusion:The opening of diversified laboratory could stimulate the interest and motivation of learning, help to improve clinical skills and clinical thinking, and enhance confidence in internship and sense of professional belonging.

The construction and implementation of disaster relief medical teaching system / 中华医学教育探索杂志

To cultivate a strong comprehensive ability and literacy of the rescue medical talent, our school built a "one popular two professional three open training" trinity of the teaching system, opened the first aid course for freshmen and set up basic disaster rescue medicine professional courses for the senior medical students.Three student volunteer service teams carried out first aid training for the social population. The teaching system was combined with a disaster relief knowledge, ability and professional accomplish-ment and carried out multi-form disaster rescue simulation scenarios practice teaching,disaster relief school teaching and service society combined, which were all the characteristics of this teaching system. After five years of practice,medical students' disaster relief capacity and quality improved significantly.