Objective To further understand the specialist/resident trainees’ requirements for postgraduate medical education so as to provide a foundation for selecting the best faculty and improving the faculty’s ability and to promote the specialist/resident doctors training project. Methods To investigate the 244 specialist/resident trainees by giving out a modified questionnaire. Factor analysis and variance analysis were done by using SPSS 11.5. Results There were 260 questionnaires given and 260 received. There were 244 effectual questionnaires. Analysis results were in the following: The specialist/resident trainees’ faculty members were able to “synthesize, manage information, adapt to society and the medical environment, perform scientific research, work as team members, innovate, and self-improve” (Pgt;0.05). The importance of “occupational attitude and work style” was higher in Sichuan Provincial People’s Hospital than in West China Hospital of Sichuan University (P=0.03); There were differences between the trainees at different ages on demands to “occupational attitude and work style” (P=0.04); There were differences between the entrants in different years on demands for “information management and scientific research” (P=0.03); There were differences between the trainees of different education degrees on demands related to “adaptation to society and medical environment change” and “team work, innovation. and self-improvement” (P=0.04). Conclusion To meet the trainees’ demands and promote the specialist/resident doctors training project, the faculty should continuously improve their abilities.
Objective To optimize the medical humanities training course in postgraduate medical education. Methods From 2018 to 2020, based on instructional system design (ISD) model of the “analyze-design-exploit-implement-assess” 5 steps, the current situation and existing problems were analyzed through literature review, and the postgraduate trainees’ cognitions and demands for the training course were surveyed. According to the content of the questionnaire, the curriculum was designed and implemented, and the curriculum satisfaction survey was conducted. Results A total of 532 postgraduate trainees participated in the cognitions and demands questionnaire survey, and the postgraduate trainees had high demands for humanistic training courses (88.53%). A total of 827 postgraduate trainees participated in the curriculum satisfaction survey. The trainees’ satisfaction to the training courses was more than 90%. Conclusion The medical humanities training courses based on ISD model get good results, which can provide a useful reference for the curriculum design of medical humanities education in each stage.