Objective To compare the survey results of the 8-year program students of clinical medicine discipline before and after the implementation of system-based integrated course reform, to provide feedback for system-based integrated course reform. Methods The questionnaire survey was continuously conducted for 2 years among the 8-year program students in grade of 2005 and 2006, so as to investigate their attitudes towards the integrated clinical courses, then relevant improvement of teaching measures were performed according to their feedback, and the difference of teaching effects between those 2 years was finally compared. Results A total of 79 students in grade 2005 and 78 students in grade 2006 were investigated. The baseline data were matched between the 2 grades. The results of statistical analysis showed that, the overall cognition (χ2=32.924, Plt;0.000 1) and assessment (t=−2.900, P=0.004) of integrated courses among students in grade 2006 got more improved in comparison with the students in grade 2005, and more students tended to select integrated courses, but there was no statistical difference. Conclusion Although system-based integrated clinical course as a new thing has its limitations, the reform idea and direction are still approved by students, so it is worth popularizing.
Objective?To investigate the current status of new clinical medical postgraduate students on their learning goals and expectation of employment, and to provide the evidence and suggestions for improving the management of medical postgraduates’ training. Methods?We designed the questionnaire to investigate the current status of learning goals and expectation of employment of new clinical medical postgraduate students of Lanzhou University. We issued 164 questionnaires and took back 164 ones, among which 157 were effective, with the effective rate of 95.7%. Results?(1) The proportion of the postgraduates with working experience was less than 50%, and most of these worked in the municipal and county hospitals. (2) The 78.3% of them considered that clinical and research abilities were of the same importance. (3) The 65.6% of them expected to get Medical Science Degree; (4) The 96.8% of them wanted, after graduation, to engage in clinical work or the work in which clinical affairs and research were equally important, and only 3.2% hoped to engage in research-oriented work; (5) Although clinical skills and research capabilities of the first-year medical postgraduates were very poor at their entrance to the graduate school, their expectations of employment were very high. Conclusion?(1) The improvement and innovation of medical postgraduates’ clinical and research training are urgently needed. (2) The publicity and supporting policies should be enhanced for Clinical Medicine Degrees, and the postgraduates should be guided to comply their own expectations with social needs properly.
Objective To assess the affect of problem-based learning (PBL) versus literature based learning(LBL) in clinical medicine students. Methods Computer retrieval was conducted to search for controlled studies comparing PBL with LBL. The quality of included studies was critically evaluated and data was analyzed by using The Cochrane Collaboration’s RevMan 5.0 software. Results Finally 11 articles were included in the review, but most of them were of low quality.There are clinical heterogeneity between different studis which cause descriptive results. The PBL tended to be superior to LBL in the analysis-skill, self-directed learning skill, data-searching skill, and original skill.Conclusion PBL tends to be associated with better learning results among clinical medicine students compared withLBL methods. We need large-scale, randomized controlled trials of higher quality to confirm this.
Objective To explore the effect of applying evidence-based medicine theory to quality management in long-term-system clinical medicine teaching. Methods We introduced the concept of evidence-based quality management system of clinical medicine to the delivery of teaching with Internet-based teaching quality real time supervision system as the core. A special quality scale was used to assess the teaching quality of teachers and the results were analyzed by SPSS 10.0 using u test. Results The system stored 853 280 pieces of data from the years 2001 to 2003. Up to 96.4% (275/285) of the evaluated topics scored over 85 points. Whether the teachers had overseas experience or not and whether their ages were over 45 or not had no significant influence on the teaching quality (P ＞0.05), but their degrees had influence on the teaching quality (P ＜0.05). Conclusion In long-term-system clinical medicine teaching quality management, we should apply the concept and approach of EBM to our practice so that we can ensure that the teaching quality of long-term-system clinical medicine will improve steadily.
ObjectiveTo study status-quo of humanity quality education of clinical medical postgraduates in China, provide ideas and suggestion for humanity quality education of medical postgraduates. MethodsGeneral evidence-based concepts and management research methods were applied. CNKI as well as other main official websites in China were searched to collect Chinese literature about humanity quality education of medical postgraduates. Then descriptive analysis was performed. ResultsA total of 62 studies were included. The results of qualitative analysis showed that, humanity quality education was not enough in class hours, category setting, demanding satisfaction, and actual effects. The effects of tutors did not effectively play in humanity quality education. General contents of humanity quality education were not the focus of education for clinical medical graduates. We should not easily replace humanity quality education evaluation with education assessment. ConclusionWe should improve humanity quality course setting, models and construction in humanity quality education of clinical medical postgraduates; take values, ideas, innovation and thinking capacity as content focus; consistently develop the style of humanity quality education; improve the effects of tutors on humanity quality education; and establish relevant complete effect evaluation system.
ObjectiveTo systematically review the teaching effects of Seminar teaching model versus lecture-based learning (LBL) teaching model on clinical medical students in China.MethodsPubMed, Embase, the Cochrane Library, Web of Science, China National Knowledge Internet, WanFang Data and VIP database were electronically searched for randomized controlled trials (RCTs) on Seminar versus LBL applied in clinical medical students in China, from the establishment of database to October 2017. The Meta-analysis was performed using RevMan 5.2 software.ResultsA total of 12 RCTs with 741 students were enrolled, including 380 in Seminar teaching group and 361 in LBL teaching group. The results of Meta-analysis demonstrated that the basic theory score [standard mean difference (SMD)=1.17, 95% confidence interval (CI) (0.72, 1.62), P<0.000 01], the clinical skill score [SMD=1.33, 95%CI (0.82, 1.83), P<0.000 01], the classroom atmosphere score ［SMD=1.51, 95%CI (1.13, 1.90), P<0.000 01］, the team score [SMD=0.86, 95%CI (0.50, 1.22), P<0.000 01], and the autonomous learning ability score [SMD=2.25, 95%CI (0.31, 4.18), P=0.02] of Seminar teaching group were superior to those in the LBL teaching group.ConclusionThe Seminar teaching model is superior to the LBL teaching model in clinical medical students.
Objective To analyze the articles published by graduate students of West China School of Medicine in Sichuan University from 2013 to 2017. Methods Outcome indicators which includes the quantity of papers, annual distribution, paper category and papers cited by SCI were analyzed through bibliometrics methods. Statistical analysis was performed using SPSS 18.0 software. Results From 2013 to 2017, a total of 5 490 articles were published by postgraduate students in the school as first or co-first author. The average number of publication was 2.19 per student, in which 655 postgraduate students published 3 or more articles, accounting for 26.12%. A total of 2 849 articles were cited by SCI, accounting for 51.89%. The total number of publication and proportion of SCI were growing gradually. The average impact factor of each article was 2.791 and the highest impact factor for each single article was 55.7. Students who graduated from "985 university" published more articles in total and the articles cited by SCI than those from "non-985 university". Conclusion In recent years, the quality of articles published by graduate students from West China School of Medicine in Sichuan University has been improving gradually. The articles published by students graduated from "985 university" were more cited by SCI than those from "non-985 university" .
ObjectiveTo investigate the clinical medicine of Sichuan University graduate students degree of satisfaction about the tutors’ performance of the responsibility from all aspects, providing the basis to enhance the guidance level of tutors and to improve the quality of graduate students. MethodsA total of 1 589 graduate students from the 2014 to 2016 session of West China School of Medicine in Sichuan University were investigated by self-made questionnaires.ResultsClinical medical graduate students’ satisfaction of the tutor performance of the responsibility rate was 90.94%, significantly higher than the national graduate level (P<0.001); the highest rating was the evaluation of the ideological and moral cultivation of the tutor (which rate was 96.55%), the lowest satisfaction rate was on the responsibility of caring about the living conditions of students (which rate was 89.79%); There were differences of gender and education level in graduate students degree of satisfaction about the tutors’ performance of the responsibility (P<0.001), male graduate satisfaction was higher than that of female graduate students, doctoral student satisfaction was higher than that of postgraduates. ConclusionThe system of strengthen tutors education responsibility teacher education system of Sichuan University is effective, and the condition of implement tutors responsibility of education is good, but still need to enhance the duty of tutor about caring more on graduate students mental health and living status.
ObjectivesTo investigate the occupational stress and career burnout of postgraduates in professional degree of clinical medicine.Methods70% of postgraduates with professional degree of clinical medicine from grade 2016 to 2018 in West China Hospital of Sichuan University were sampled. The individual characteristics and occupational stress were investigated by a questionnaire, and Maslach Burnout Inventory (MBI) was used to investigate the individual career burnout. ResultsA total of 600 questionnaires were distributed and 520 valid questionnaires were retrieved, with an effective rate of 86.7%. According to the stress results, 17.5% of the students were under severe stress, 44.81% were under moderate stress, and only 1.54% were without stress. Regarding the sources of stress, 63.46% were originated from scientific research while 27.88% were originated from clinical practice. For burnout, the mean score of MBI was 40.56 with 15.00 standard deviation suggesting most of the students were in good working condition. However, a small number of students had career burnout to a certain degree and required adjustment. ConclusionsPostgraduates in professional degree of clinical medicine face the dual pressure of scientific research and clinical work. Improving the existing medical master's training system, relieving postgraduates’ stress, maintaining postgraduates’ physical and mental health are necessary and urgent. In light of this, the teaching quality of postgraduates in professional degree of clinical medicine may require improvement.