ObjectiveTo explore the present national status of diagnostic teaching as well as to investigate the opinions on teaching operation such as overall course planning, so as to provide references for the formulation of national diagnostic teaching standard in the future.MethodsSelf-made questionnaires were adopted to carry out an anonymous survey among the teachers from 50 different medical colleges and universities who worked on diagnostic teaching throughout the country from October 2016 to September 2017.ResultsA total of 100 teachers were investigated. The diagnostic teaching departments where 59 respondents worked in were formed by a few fixed teachers plus teachers in rotation. The requirement of rotation time as well as the setting up of lecture-internship ratio in each school were quite various. Forty-seven respondents agreed that the ideal lecture-internship ratio should be internship more than lecture. As for the instruments of clinical skill room, only 40% of the respondents agreed that their diagnostic departments were equipped with a steady standardized patient (SP) team, which was also the reason why SP teaching was the least utilized teaching method during internship (47%). The respondents had various opinions on whether the final exam should weigh more than 50% in the subject score. Above these, the planning and expectations of the respondents on diagnostic course were mostly in consensus.ConclusionsThe development of diagnostic course including teaching staff, teaching content and teaching condition, etc. among each medical colleges and universities was not balanced. It’s quite necessary to formulate a unified and reasonable standard to normalize the teaching staff constitution, teaching planning and set-up as well as teaching condition so as to guarantee the teaching quality.
Objective To investigate the current status of higher education of allied health professions (AHPs), professional human resource as well as the career development of allied health professionals, and to provide references for the planning of higher education of AHPs in China. Methods Literature was reviewed in relation to the current status of higher education of AHPs and professional human resource in China. A questionnaire survey was conducted to determine the career development conditions of allied health professionals. Results a) Currently, the higher education of AHPs in China was faced with such problems as a limited scale, a lower structural level, and an absent degree system. b) The number of allied health professionals was small with lower qualifications. Higher-end professionals were in shortage. C) The professionals saw multiples glass ceilings over career orientation, academic advancement, and professional entitlement. Conclusion Efforts should be made to expand the scale of higher education of AHPs, elevate degree structure, and to construct a professional education system with multiple layers and categories. The professional education should be combined with the career development for planning and collaboration to provide assurance for the career development of the professional in China.
As one of the first batch of pilot universities for the education reform of clinical medicine master program, Sichuan university has conducted in-depth research on the training models in medical schools from home and abroad since 2013. Relying on the platform of medical education collaboration, we have explored and gradually formed the “five early” education model for clinical medicine master program. This article summarizes the practical experience of “five early” education model from six dimensions, namely, PDCA management system, rules and regulations, platform support, database construction, case database construction and international exchange. In addition,, the achievements in the training of medical talents with comprehensive qualities are presented from the aspects of clinical skills, scientific research achievements, international exchanges and frontier innovation, The goal is to provide effective experience for clinical medical personnel training.
Objectives Based on the Global Minimum Essential Requirement in Medical Education (GMER), we tried to use the theories and methods of “competency” as a reference to introduce the concept of “competency” into medical education in China and to investigate the skills that medical graduates need for their prospective clinical work. Methods According to a literature search and expert interviews, the Glossary of Medical Graduates’ Competencies was built to define the competencies needed by medical graduates. Students’ attitudes toward those competencies were surveyed by questionnaires. Factor analysis and Analytic Hierarchy Process (AHP) were used to analyze the data and to build the Medical Graduates’ Competency Model. Results The competencies of medical graduates could be divided into six groups. The weighting of each competency group and specific competence was different. Conclusion The Medical Graduate Competency Model can be used to evaluate medical graduates’ capacities. It has significant reference value for medical education, in terms of the evaluation of medical graduates and the reform of teaching methods.
診斷學是臨床醫學的基礎和入門，是習得臨床執業風格最重要的環節。如何在診斷學學習階段，夯實學生基本理論和技能，培養其科學縝密的臨床思維能力，是各醫學院校共同面對的課題和挑戰。互動參與式教學摒棄傳統單一的被動式、灌輸式的教學模式，強調以學生為主體，賦予學生協作性、參與性的教學訴求，加強內在激勵，激發其主觀能動性和創造力。根據診斷學不同教學模塊的課程目標、內容和知識結構，有機地將互動參與式教學法應用于診斷學教學中：問診-角色扮演，查體-示教與實踐學習，癥狀學-小講課、小組討論、床旁實踐，臨床思維-案例分析，職業素養-小組討論、角色扮演、床旁實踐、辯論演講等。策略得當地將互動參與式教學的理念、元素、方法應用于診斷學教學中，符合臨床醫學教學實踐性強的特點，遵循個體認知規律，符合外部和內在發展并重的教學效果的深層考量，具備良好的教學容量和一定的普適性，值得在臨床醫學教學中推廣運用。
Within the context of the "Healthy China Strategy" and the "Biology-Psychology-Society" medical model, the goals, content and methods of medical education have undergone tremendous changes. To keep up with the pace of development of medical technology and medical concepts, medical education requires major reforms, and medical teaching models requires reconstruction. Based on previous investigations and discussions and considering the West China medical education as an example, this paper summarizes the difficulties that will be faced in the transformation and reform of modern medical education and discusses and analyzes the future direction of medical education reform.
Objective To know the training status and expectation of village doctors in remote and poor areas of Sichuan province and to provide the preferences for developing a viable and efficient training model. Methods The cluster sampling method, combined with questionnaire surveys and qualitative interviews, was used. A total of 463 village doctors of 302 village clinics in Pengzhou and Baoxing of Sichuan province were interviewed. Results The “three-side” phenomenon including the doctor being old, poor academic background and lack of female doctor in remote and poor areas of Sichuan was serious. In-service village doctors’ knowledge on public health and Chinese medicine increased through training. There were differences between the training village doctors participated and that they had expected. The cost of the training was somewhat high for rural doctors. The training system has not been established yet in remote areas. Conclusions Both quantity and quality should be considered in in-service village doctor training in remote areas of Sichuan Province, which should also consider local conditions and farmers’ needs . The in-service training system should be developed as soon as possible. It is suggested that the treatment of village doctors should be improved. Cultivating more young village doctors should be based on the stability of the medical team.
【摘要】為順應留學生教育規模的擴大和教學質量的穩步提升，通過幾年的留學生教學實踐和探索，立足留學生臨床專業教育培養目標，強化課程設置、師資培養、教材建設、教學手段、教學管理等多個教學環節的建設和推進，確保留學生臨床醫學課程教學質量的提高和可持續發展。【Abstract】To explore a better way to improve the quality of the clinical medical teaching for foreign students in China along with the expansion of the enrollment of international medical students, some experience are summarized, which include the establishment of the international education aim, the organization of courses, training of the teachers, the selection and reinforcement of teaching material, the enrichment of teaching methods and the strengthening of teaching management.