Medical Education Management ›› 2019, Vol. 5 ›› Issue (5): 414-417.doi: 10.3969/j.issn.2096-045X.2019.05.006

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Dual motivation of “teaching” and “learning” to improve the quality of clinical practice education for undergraduates

Li Yan 1 , Zhao Yang 2 , Liu Zhengwen 3 , Liu Chang 4 , Zhang Ming 5 , Mu Xin 6   

  1. 1. Teaching Department, the First Affiliated Hospital of Xi’an Jiaotong University, Xi’an 710061, China;2. Grade 2015 of Clinical Medicine, the First Affiliated Hospital of Xi’an Jiaotong University, Xi’an 710061,China; 3. Infectious Disease Department, the First Affiliated Hospital of Xi’an Jiaotong University, Xi’an 710061, China; 4. Hepatobiliary Surgery Department, the First Affiliated Hospital of Xi’an Jiaotong University,Xi’an 710061, China; 5. Imaging Department, the First Affiliated Hospital of Xi’an Jiaotong University, Xi’an 710061, China; 6.Dermatology & STD Department, the First Affiliated Hospital of Xi’an Jiaotong University,Xi’an 710061, China
  • Received:2019-07-30 Online:2019-10-20 Published:2019-12-27

Abstract: Education is the unity of “teaching” and “learning” and effective education requires the joint efforts and active cooperation of teachers and students in a double engines pattern. Due to various factors, the insufficient dual motivation of “teaching” and “learning” is prevalent in clinical practice education in China. Given this, the First Affiliated Hospital of Xi’an Jiaotong University established a clinical education quality improvement system. This paper presents its main line of “standardization-demonstration-practice”, and implementation of the “first round of responsibility-responsible advisor-third party assessment platform” in clinical practice.With these measures, we have explored the effective mechanisms, strengthened the input of teachers and students, deepened teaching reform, and effectively improved the quality of clinical practice education.