Objective To diversify the methods of human physiology teaching for medical students at Chang Gung University College of Medicine. Methods We divided the grades of semester evaluation for physiology into two parts: 70% for lecture-examinations, 30% for non-examination-associated learning model including oral presentation of a scientific paper (conference), problem-based learning (PBL) performance, and quizzes. Results By a questionnaire survey at the end of the semester, we found that students were willing to spend time preparing non-examination-associated learning model; and from their own evaluations, the effectiveness of non-examination-associated learning was comparable to lecture-examination methods. Conclusion We conclude that from this analysis of students’ learning attitude and actual time (in hours per week) spent in each learning models, non-examination-associated learning model is well accepted and appeares to be as effective as traditional examination-forced study.
Objective To explore the method of teach evidence-based medicine (EBM) for medical postgraduates through by analyzing EBM examination paper in 2003 and 2004.Methods Participants: Two hundred and twenty one second year medical postgraduates who selected EBM course in 2003 and 2004 were included. Examination: Two parts were included in 2003: A test of EBM knowledge with open book in class (80 points) and an evidence-based case report on five steps of evidence-based practice (15 points). In 2004, the students were required to present an evidence-based case report on five steps of evidence-based practice (80 points). Evaluation: Based on the principle of EBM and five steps of evidence-based practice, we worked out an unified criteria and independently evaluated all examination papers. All scores were converted into the hundred percentage point system. Results The distribution of the mean score in 2003 was nearly normal and in 2004 was skewed. The mean score (standard deviation) was 75.5 (6.5) points in 2003 and 69.8(11.8) points in 2004. The passing grade rate was 97.4% in 2003 and 95.3% in 2004. The comparison between basic knowledge of EBM and skills of EBM in 2003: The mean score (standard deviation) was 62 (6.4) in basic knowledge of EBM and 55.1(16.7) in skills of EBM. Feedback from students: About 80% students thought EBM course was very helpful; about 95% students mostly achieved their expected goals.Conclusions We should teach and lead students to the method of self-directed learning and help them develop skills to use EBM in clinical practice.
ObjectiveTo conduct meta-analysis with the reliability of objective structured clinical examination (OSCE), so as to the reliability of OSCE used in the tests for evaluating clinical capacities of medical students. MethodsArticles about evaluating clinical capacities of medical students using OSCE and using comprehensive coefficient of Cronbach's α to measure the reliability of OSCE were electronically searched in PubMed, ScienceDirect, CNKI, WanFang data and VIP from Jan. 1998 to May. 2013. Two reviewers screened literature according to the inclusion and exclusion criteria, extracted data, and assessed the methodological quality of the included studies. Then meta-analysis was performed using SSPS 17.0 software. ResultsThirty-four studies involving 53 coefficients of Cronbach's α were included, of which, there were 18 articles written in English involving 28 coefficients of Cronbach's α and 16 articles written in Chinese involving 25 coefficients of Cronbach's α. The results of meta-analysis showed that:the total coefficient of Cronbach's α of OSCE was 0.700 (95%CI 0.660 to 0.737). The coefficient of Cronbach's α of internationally-published literature was 0.745 (95%CI 0.696 to 0.790) and that of nationally-published literature was 0.648 (95%CI 0.584 to 0.705), with a significant difference between two groups. ConclusionCurrently, the reliability of internationally/nationally-used OSCE is 0.7, which has relatively better reliability when used in the tests for evaluating clinical capacities of medical students at home and aboard. However, the reliability of OSCE at abroad is fairly better than that at home.
Under the direct leadership of the Chinese Association Against Epilepsy (CAAE), the preparation of the “Training and examination syllabus of competency-based epilepsy education” was officially launched in March 2020. The Epilepsy Education Task Force of CAAE made reference mainly to the “Roadmap for a competency-based educational curriculum in epileptology” proposed by the report of the Epilepsy Education (EpiEd) Task Force of the International League Against Epilepsy, considered the actual situation of specialization in epilepsy at the different level hospitals in China, and finished the final draft after full discussion by the experts in relevant fields. The syllabus was divided into two parts: primary and intermediate level, in which a modular and layered design was adopted and the teaching requirements according to mastery, familiarity, and understanding were proposed. After the syllabus was finalized, it was used as a guideline in the subsequent online training and the primary and intermediate level examinations, which played an important role in cooperating with the smooth implementation of the “competency-based epilepsy education”.