Study of "4+ 1" integration training mode combining undergraduate and postgraduate for biomedical engineering major / 中华医学教育探索杂志

Chongqing Medical University and University of Dundee have explored the "4+ 1" integration training mode combining undergraduate and postgraduate for biomedical engineering major in 2018, including mode of education, curriculum linkage and credit recognition, contract signing and publicity, process assessment and management, and degree awarding. After repeated communication and argument, Chongqing Medical University and University of Dundee signed the contract of the "4+ 1" integration training mode in 2019. One junior student participated in the "Summer Camp of University of Dundee" in the same year, and one senior student participated in this integration training mode program in 2020. According to the feedback of the first batch of students, the "4+ 1" integration training mode can guide students from different angles, which is conducive to broadening students' international vision and injecting strong power into the cultivation of biomedical engineering talents.

Specialty Training System and Postgraduate Education in Japan / 医学教育

Medical education towards a specialty is a core stage of training for medical doctors. The specialty training system in Japan was initially organized by various academic societies and was recently integrated under Japan Medical Specialty Board, which was established in 2014. From April 2018, a revised specialty training system will begin and be based on new program guidelines. Its main concepts are professional autonomy, quality assurance of the medical specialty board and trustworthy medical consultation. As with undergraduate education, global standards are recently required in postgraduate education. Consistent outcome policy throughout undergraduate and postgraduate education and workplace-based assessment can hopefully be established.

Specialty Training System and Postgraduate Education in Japan / 医学教育

Medical education towards a specialty is a core stage of training for medical doctors. The specialty training system in Japan was initially organized by various academic societies and was recently integrated under Japan Medical Specialty Board, which was established in 2014. From April 2018, a revised specialty training system will begin and be based on new program guidelines. Its main concepts are professional autonomy, quality assurance of the medical specialty board and trustworthy medical consultation. As with undergraduate education, global standards are recently required in postgraduate education. Consistent outcome policy throughout undergraduate and postgraduate education and workplace-based assessment can hopefully be established.

Present undergraduate medical education with connection to Postgraduate education / 医学教育

Medical education at college is the very first step of life-long learning as a medical doctor. Curricular reforms in Japan took place in the early 21st century, and can be exampled by the development of a model core curriculum, the emergence of the CAT (common achievement test) examination, the development of clinical clerkship and so on. The International accreditation of medical schools has just started spring of 2017. It highlights outcome-based education, which accelerates the connection of undergraduate education with postgraduate training.

Efectos de la exposición a diferentes criterios de logro en la elaboración de preguntas informales / Effects of exposure to different achievement criteria on the elaboration of informal questions / Efeitos da exposição a diferentes critérios de logro na construção de perguntas informais

Se evaluó el efecto de proporcionar información diferencial del criterio de logro (definido como la especificación de los requisitos que el individuo debe cumplir o ante los cuales debe ajustarse) al elaborar preguntas informales relacionadas con la vida cotidiana, las cuales para su formulación no requieren de un entrenamiento especializado. Estudios previos han indicado la necesidad de evaluar las condiciones que favorecen la elaboración de preguntas pertinentes en diferentes contextos. Uno de los elementos necesarios para ello puede ser la especificación previa de los requisitos que deben cumplir las preguntas a elaborar (especificación del criterio de logro). El diseño experimental implicó la exposición de los sujetos a especificidades diferenciales del criterio de logro. Participaron 60 estudiantes de preparatoria, licenciatura y posgrado. Los resultados indicaron que los grupos que se expusieron a criterios más específicos elaboraron un mayor número de preguntas, y éstas fueron más pertinentes a la situación. El mejor desempeño fue el de los participantes de posgrado y licenciatura. Los hallazgos se discuten en términos de las implicaciones que el ser capaz de elaborar preguntas pertinentes puede tener en los contextos académicos.

The effect of providing differential information regarding achievement criteria while making informal questions related to everyday life and whose formulation does not require a specialized training was evaluated. Achievement criteria defined as the specification of the requirements an individual must meet or to which he should adjust .Previous studies have indicated the need to evaluate the conditions that allow the development of question-asking skills in different contexts. One of the necessary elements of this task may be the previous specification of the criteria a question must meet (specification of the achievement criteria). The experimental design involved the exposure to different achievement criteria. Participants were 60 students from high school, as well as college undergraduate and graduate students. Results indicated that the groups exposed to the more specific criteria developed a greater number of questions, and these were more relevant to the situation. Undergraduate and graduate students performed more effectively than the high-school ones. Findings are discussed in terms of the implications of being able to pose pertinent questions (in academic contexts).

Avaliou-se o efeito de prover informação diferencial do critério de logro (definido como a especificação dos requisitos que o indivíduo deve cumprir ou aos que deve submeter-se) ao construir perguntas informais relacionadas com o dia a dia, que não exigem treinamento especializado. Estudos prévios indicam a necessidade de avaliar as condições que favorecem a construção de perguntas pertinentes em diversos contextos. Um elemento necessário para lográ-lo pode ser a especificação prévia dos requisitos que devem cumprir as perguntas que vão a elaborar-se (especificação do critério de logro). O desenho experimental implicou a exposição dos sujeitos a especificidades diferenciais do critério de logro. Participaram 60 estudantes de ensino secundário, licenciatura e pós-grado. Os achados indicaram que os grupos expostos a critérios mais específicos construíram o maior numero de perguntas, e mais pertinentes à situação. Os estudantes de licenciatura e pós-grado desempenharam-se melhor. Os resultados discutem-se à luz das implicações que ser capaz de construir perguntas pertinentes pode ter nos contextos acadêmicos.

Historia de la educación médica en Cuba. Artículo de revisión / History of medical education in Cuba

El presente trabajo se desarrolló debido a la necesidad de que la Universidad actual debe darle al estudiante de medicina una formación general integral sobre la base del conocimiento histórico y cultural. En correspondencia con ello pretendemos ofrecer esta revisión bibliográfica actualizada como medio complementario de apoyo a la docencia de la historia. Teniendo como objetivo analizar el surgimiento y la evolución histórica de la educación médica superior en el mundo, el inicio de la enseñanza de la medicina en Cuba y su desarrollo en los períodos colonial, republicano burgués y revolucionario socialista, hasta la actualidad. Para la realización del presente se hizo una revisión bibliográfica sobre el tema. Podemos concluir planteando que la Educación Médica Superior cubana actual ha alcanzado grandes avances cualitativos y cuantitativos en todos los aspectos del proceso docente, asistencial e investigativo, transitando hacia una nueva etapa con la "universalización de la universidad".

The present university should provide medical students a comprehensive formation on the basis of historical and cultural knowledge; it was the motivation to carry out this study where a current literature revision concerning this topic was offered as a means of complementary support to the teaching of the history. It was aimed at analyzing the emerge and historical evolution of higher medical education in the world and the beginning of the medical teaching in Cuba and its development in colonial, republican-bourgeois and revolutionary-socialist periods till nowadays. Concluding that, Higher Medical Education in Cuba has achieved qualitative and quantitative advances in all aspects of the teaching, medical assistance and investigative processes towards a new stage in the universalization of teaching in the university.