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Background: Following the development of the Royal Australian College of Obstetricians and Gynaecologists Intrapartum Fetal Surveillance Guideline in 2003, an education program was developed to support guideline implementation and clinical practice. It was intended that improved clinician knowledge, particularly of cardiotocography, would reduce rates of intrapartum fetal morbidity and mortality. The program contains a multiple-choice assessment, designed to assess fetal surveillance knowledge and the application of that knowledge. We used the results of this assessment over time to evaluate the impact of the education program on clinicians' fetal surveillance knowledge and interpretive skills, in the immediate and longer-term. Methods: We undertook a retrospective analysis of the assessment results for all participants in the Fetal Surveillance Education Program, between 2004 and 2018. Classical Test Theory and Rasch Item Response Theory analysis were used to evaluate the statistical reliability and quality of the assessment, and the measurement invariance or stability of the assessments over time. Clinicians' assessment scores were then reviewed by craft group and previous exposure to the program. Results: The results from 64,430, broadly similar assessments, showed that participation in the education program was associated with an immediate improvement in clinician performance in the assessment. Performance improvement was sustained for up to 18 months following participation in the program and recurrent participation was associated with progressive improvements. These trends were observed for all craft groups (consultant obstetricians, doctors in training, general practitioners, midwives, student midwives). Conclusions: These findings suggest that the Fetal Surveillance Education Program has improved clinician knowledge and the associated cognitive skills over time. The stable difficulty of the assessment tool means any improvement in clinician's results, with ongoing exposure to the program, can be reliably assessed and demonstrated. Importantly this holds true for all craft groups involved in intrapartum care and the interpretation of cardiotocography.
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Objective:To analyze evaluation outcomes and influential indexes of 116 continuing medical education (CME) programs, and to offer references for ascertaining the quality evaluation focuses of CME programs.Methods:Chi-Square test and Fisher exact test were adopted to perform univariate analysis on evaluation outcomes of 28 indexes, and logistic regression was used for multivariate analysis.Results:Logistic regression showed that the indexes influencing the evaluation outcomes of programs qualified or not included consistency of basic information [ OR=6.712, 95%CI (1.314, 34.275)], whether textbooks provided by host institutions [ OR=109.386, 95%CI (2.577, 4 642.659)], whether the number of people in the meeting room equaled with the signature list [ OR=13.296, 95%CI (2.440, 72.456)], feedback of learners examination materials [ OR=19.069, 95%CI (3.713, 97.929)], feedback of teachers evaluation materials [ OR=13.497, 95%CI (2.672, 68.181)] and whether submit learners' credits according to regulations or not [ OR=51.326, 95%CI (4.999, 526.996)]. Conclusion:The administrative departments of CME should complete program evaluation regulations, adjust and perfect evaluation indexes based on research outcomes, emphasize on influential indexes of evaluation outcomes, and give full play of the guiding role of evaluation indexes.
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Objective To analysis the existing problems of targeted admission medical education program in rural areas,and make a suggestion.Methods Interviewing 22 targeted admission medical graduates of the Class of 2015 and 2016 in Chongqing and 53 interviewees including clinical college leaders,teaching managers,teacher representatives and leadership and managers of township health and medical institutions.All interviews were recorded for further analysis.Results Of the 75 interviewees,67 (89.3％) were satisfied with the status,and 37 (49.3％) believed that there was a need for improvement.Students generally think that the current curriculum is reasonable and satisfactory to the teaching effect.Practical skills are generally recognized by employers;However,there is a big gap between career planning and employment expectation.Conclusions Interview results showed that targeted admission medical education program in rural areas is generally progressing well.However,problems remain in some areas including curriculum and teaching conditions,practical skills teaching,training of post competency,"stay in rural areas" issue and career planning.The college should specially strengthen the training of the comprehensive quality,clinical skills,social responsibility and professional pride of serving the gross-roots unit,and strengthen the policy publicity and career planning education.The local management department should further support the policy construction and carry out unified management to reduce the gap of treatment between different township hospitals.Rural medical units should pay attention to humanistic care and team culture construction.The state should publicize and enhance the social status and professional influence of general practitioners to enhance their professional identity and self-confidence.
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In order to improve the teaching quality of clinical epidemiology for medical students engaged in eight-year curriculum of Peking Union Medical College, and foster the practice of evidence-based medicine and clinical research in Peking Union Medical College Hospital (PUMCH), the Clinical Epidemiology Unit of PUMCH(PUMCH-CEU) utilized successful experience from institutions abroad and conducted a teaching reform. In addition to theory teaching, PUMCH-CEU incorporated literature case study and assignments into the course, so as to improve students' understanding about the design, measurement, and evaluation of clinical research. The execution of a well-designed reformation plan has led to a great success of this course, as well as fruitful achievements.
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Capcity building for scientific research ability cultivation is an important component of 8-year curriculum of clinical medical education .Research skills has increasingly become one of the important factors to evaluate medi-cal school and hospital .We summarized cultivation characters of the accredited schools , which has experimented 8-year clinical medical education program .And put forward suggestions for scientific research ability cultivation ,in or-der to provided reference for reformation of 8-year clinical medical education .
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Japan Accreditation Council for Medical Education (JACME) was established in 2015 and recognized by the World Federation for Medical Education (WFME) in 2017. The accreditation by JACME for medical education programs formally and fairly started in April, 2017. It consists of internal quality assurance through self-evaluation by applying medical schools and external quality assurance by the JACME committee. Although it is tough work for medical schools to receive accreditation, it is mostly accepted as being useful for quality improvement and the enhancement of medical education.
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Japan Accreditation Council for Medical Education (JACME) was established in 2015 and recognized by the World Federation for Medical Education (WFME) in 2017. The accreditation by JACME for medical education programs formally and fairly started in April, 2017. It consists of internal quality assurance through self-evaluation by applying medical schools and external quality assurance by the JACME committee. Although it is tough work for medical schools to receive accreditation, it is mostly accepted as being useful for quality improvement and the enhancement of medical education.
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<p> The education program in all medical schools in Japan has been studied and analyzed every 2 years since 1974 by the curriculum committee of the Association of Japan Medical Colleges. Based on the most recent analysis in 2015, the marked innovation of medical education, such as an integrated curriculum, active learning, and clinical clerkship, was recognized.</p>
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<p> Social Medical Corporation Kojunkai Daido Hospital is aiming to be the best training hospital. By enhancing seminars in the hospital, we commenced a postdoctoral training program for medical instructors in February 2014 and November 2015. Since we received an accreditation for the clinical training program in 2014, we created an OSCE program on our own for trainees in August 2015 and June 2016. We also collaborated with the University of Nagoya for the OSCE program and held seminars in August 2015 and June 2016. We introduced the EPOC system for the evaluation of trainees in 2014, and Cybouze® for the constructive evaluation of and sharing of information on trainees in April 2016. Our residents obtained high scores for in the examination to evaluate knowledge of trainees held in February 2016, which shows the high quality of our educational program, established by the endless efforts of the educational committee and instructors.</p>
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Objective In order to get the research focuses and trend of 8-year medical educa-tion program in China, articles on eight-year medical education program published from 2003 to 2014 have been analyzed. Method Using Cochrane Systematic evaluation method, 797 articles have been achieved from CMB, CNKI, WangFang and VIP. These papers were then analyzed with methods of bib-liometrics and content analysis. Result The articles on eight-year medical education program are mainly published on 4 journals. The publications focus on 10 domains. The domain of teaching method-ology is a hot research topic as 399 articles have discussed this domain. Most articles on teaching methodol-ogy focus on PBL, only a few papers discuss other teaching methods. In the 233 study on the curricu-lum design, only 42 papers have carried on the overall design course study and the researchers have the same opinion on the problems existing in eight-year program medical education curriculum. 19 articles have discussed the goal of eight-year medical education program. The goals of different schools' program are diverse. With the development of policy research, the eight-year medical educa-tion program education standards and accreditation are valued. Conclusion In the future, the research priorities should focus on pedagogy theories, the comparison to other nations' medical education system, and ed-ucation standards of eight-year medical education program.
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Organ system based integrated teaching model has been adopted in several medical schools, and these schools face some challenges in this teaching process. In order to provide new sights for organ system based integrated teaching reform in eight-year medical education program, ex-ploration of setting up three-staged-dimensional integrated teaching models was conducted in urinary system by hematuria, and designing related teaching objectives, teaching programs and assessment form to optimize teaching quality in this teaching methods, according to characteristics of the urinary systemic diseases, cultivating objectives of eight-year medical education program and teaching experi-ence of Xiangya School of Medicine.
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In 1945, the Committee for Investigation of Japanese Medical Science, Supreme Commander for the Allied Powers ［SCAP］, proposed that future Japanese medical students receive a four-year liberal-arts pre-medical education, followed by four years of medical-technical training. The proposal was promoted by Colonel （later Brigadier-General） Crawford F. Sams, Chief, Public Health & Welfare Section, SCAP, and the Medical Education Council in the Ministry of Health and Welfare of the Japanese Government.<br> However, Professor Yoshishige Abe, Chairman of the Education Reform Committee of the Ministry of Education, and a former Minister of Education, refused to accept the proposal in light of impoverished post-war Japanese resources.<br> The proposal was abandoned when the Civil Information & Education Section, and the Chief of Staff, SCAP, were both unwilling to issue directives to the Japanese Government to implement the proposal. The six-year medical education program, comprised of two years of liberal-arts pre-medical study and four years of medical-technical training within the individual medical schools, thus became the norm in post-war Japan.<br> Since 2009, Dr. Shigeaki Hinohara, M.D., Honorary Director of the St. Luke’s International Hospital in Tokyo, has been advocating for a “Graduate Medical School” attached to the St. Luke’s International Hospital. This graduate medical school model would accept students on completion of at least a bachelor’s degree. If actualized, it would be a noteworthy trial of an eight-year medical education program, almost seventy years after it was first proposed in Japan.
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The aim of the eight year medical education program is to cultivate high-leveled and high qualified clinical and research personnel.Constructing forensic interest group for medical students of eight year program can not only cultivate the students' English learning,innovative thinking and practice ability,which is their Achilles heel but also combine eight year medical education with forensic science teaching reform.
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Scientific research training program is an important component in the 8-year medical education program. It focuses on the training of scientific research thinking and research methods. It is necessary to establish an effective evaluation system in order to achieve the learning outcomes of scientific research training program. PUMC has established an effective evaluation system which involves research project selecting,supervising,formative assessment,oral defense. This paper introduces the evaluation system of scientific research training program at PUMC.
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Constructivism,with critical assimilation of various teaching theories of the cognitive schools,has advanced a series of new ideas of learning and teaching,proposing that teaching is basically student-centered,cognition is the learner's active construction of knowledge based on his own existing schema,learning and cognition are fundamentally situated,and collaborative learning is of significant value to knowledge construction.The basic principles of constructival learning theory have positively influenced the teaching of foreign languages and particularly enlightened the reform of English teaching of the 7-year medical education program.According to the constructival approaches to teaching,it is of vital importance for English teachers of this program to adhere to student-centeredness,embed learning in virtual situations and establish definite learning objectives,so as to achieve the goal of the medical-elite-oriented program.
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Recently, alternative medicine has been re-evaluated and increasingly recognized as effective treatments in the United States and Europe. Caregivers have shown a greater interest in obtaining information about of and practical experience in alternative medicine. Accordingly, the possible reorganization of the medical education curriculum has been examined and alternative medicine classes have been started in many medical schools in the United States. St. Marianna University has started lectures and practical instruction in alternative medicine as part of the preventive medicine course. We also investigated the efficacy of acupuncture and obtained favorable results. A questionnaire survey showed that most students have a great interest in alternative medicine and would like to see it introduced as soon as possible.
