ABSTRACT
BACKGROUND: Aiming at the poor quality of small lectures due to the lack of lecturing skills of the clinical teachers in residency standardized training, the Teaching and Training Department of Shanghai East Hospital set up a continuous improvement project of lecturing skills for the clinical teachers to search for effective ways to improve lecture quality, then the effect was evaluated. METHODS: Based on the ADDIE model of training design, the department conducted the project in accordance with a process of analysis, design, development, implementation and evaluation. A special course "Clinical Teacher Presentation Training" (CTPT) was developed to convey and train the 5 key behaviors in presentation to improving lecture quality of the clinical teachers. Ninety-nine clinical teachers who give lectures to the residents were recruited as subjects for the project. Adopted the model of "intensive training + practice transference" to strengthen lecturing skills, and applied the Kirkpatrick Four Levels to evaluate the effect of the project from multi-role and multi-stage. RESULTS: The training satisfaction of the CTPT course from the subjects reaches 100%. The subjects have a high degree of knowledge acquisition through CTPT and the knowledge of the 5 key behaviors has been actually used in their lectures at the stage of practice transference. Comparing the data before training and after transference, it is found that the average increasing of the subjects' 5 key behavior scores made by teaching secretaries is 14.12 points (14.12%) and that of the subjects' self-efficacy scores is 9.31 points (9.31%); the performance values were modeling based on the scores from different types of evaluators and increased by an average of 12.61 points (12.61%); and the star ratings of the overall performance increased by an average of 1.17 points (23.4%). The results showed statistically difference (P < 0.001). CONCLUSIONS: The project effectively promoted the improvement of the clinical teachers' lecturing skills and the quality of small lectures.
Subject(s)
Internship and Residency , China , Clinical Competence , Humans , TeachingABSTRACT
Resident standardized training is an important part of the continuing medical education after graduation, which is the only way that each clinician needs to pass.This article will focus on the status quo and existing problems of radiologic residency standardized training,and primarily explore the rules and regulations made,rotation plan ar-ranged,training course put into practice,appraisal system established,and training quality supervised etc. We hope that some reference and inspiration can be offered for the radiologic residency standardized training in the new era.
ABSTRACT
Resident standardized training is an important part of the continuing medical education after graduation, which is the only way that each clinician needs to pass.This article will focus on the status quo and existing problems of radiologic residency standardized training,and primarily explore the rules and regulations made,rotation plan ar-ranged,training course put into practice,appraisal system established,and training quality supervised etc. We hope that some reference and inspiration can be offered for the radiologic residency standardized training in the new era.
ABSTRACT
Objective To analyze the cognition and demand of the residency training program among clinical medical students to provide scientific basis for the promotion of this policy.Methods From May 24 to 25,2015,a self-designed questionnaire survey was conducted on 645 undergraduate clinical medical students,who came from Zhengzhou University,Xinxiang Medicine College,Henan University.Data of cognition and demand of the residency standardized training were statistically analyzed using SPSS 22.0 software.Enumeration data were analyzed by chi-square test and abnormal distribution data based on Wilcoxon rank sum test.Results 616 valid questionnaires were recovered.259 undergraduate clinical medical students (42.00％) did not quite understand the resident standardized training policy and 225 (36.50％) did not known the policy at all.Before and after clinical practice,the cognition of the residency standardized training had statistically significant difference (x2=87.596,P=0.000),the knowledge of the policy (x2=10.939,P=0.012) and the degree ascending alleviate employment pressure (x2=29.349,P=0.000) were the main influencing factors of the clinical medical students' choices after graduation.Conclusion Improving medical students' understanding of the significance of medical education after graduation,and the integration of professional degree training and residency standardization training effectively helps to promote implementation of the policy.
ABSTRACT
The main form of the postgraduate medical training in China is residency standard-ized training, while the residency training system in some European and American developed countries is relatively mature. A review is presented on the programs of residency standardized training in Europe and America, concentrating on their strength and defects and reaching the conclusion that standard-ization, high-efficiency, personalization, socialization and internationalization can be the new trends in the development of residency standardized training in China.
ABSTRACT
Standardized training program for residents will be in full swing in China,making 5-year medical undergraduate education plus 3-year resident-training the fundamental mode for clinician education.As such,the residency standardized training system,starting from postgraduate education of medical students and centering on level-2 disciplines,will take a key role in education at teaching hospitals.Therefore,such hospitals should make residency training program a key element of their medical education,discipline development and human resource development considerations,and take due measures.
