Medical Education Management

Practical exploration on the homogeneity of clinical teaching in medical colleges and#br# universities: the case of Xuzhou Medical University

Ge Anqi, Zhang Fuzhi, Pan Chen, Li Hui, Liu Ying

2019, 5(3): 201-205. doi:10.3969/j.issn.2096-045X.2019.03.001

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With the increase of the out-of-school clinical teaching bases of medical colleges and universities, the problem regarding clinical teaching quality is growing critically, which has become a hot concern in current medical education research. Studied in Xuzhou Medical University, this paper systematically introduces the process and effect of the practice and exploration of clinical teaching homogenization, and provides reference for the construction of standardized medical personnel training system and clinical teaching reform.

Optimal student-centered evaluation system to promote the improvement of teaching quality

Zhou Xinyu,Zhang Jing,Sun Xiaonan,Cai Hongxing

2019, 5(3): 206-209. doi:10.3969/j.issn.2096-045X.2019.03.002

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Students’ evaluation of teaching is an important part of teaching quality monitoring. It is also an important means of teaching management in colleges and universities.At the same time, a high-level quality assurance system is a powerful tool to promote the overall quality of teaching in schools. At this stage, students’ evaluation of teaching is influenced by many factors, which makes them credible. The degree is not high, so as to continuously optimize the “student-centered” teaching evaluation model, which plays an important role in optimizing the quality of the course and improving the quality of teaching.

The accumulation of teaching culture with teacher development as the core

Sun Mengmeng, Pan Chen, Zhang Fuzhi, Liu Ying

2019, 5(3): 210-213. doi:10.3969/j.issn.2096-045X.2019.03.003

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Teachers’ roles are the foundation of teaching and the source of revitalizing teaching.In the context of comprehensive deeper reform of teaching staff construction during the new era,Xuzhou Medical University takes the Teachers' Teaching Development Center as the main body to promote teachers’ development by improving the teaching ability and stimulating teaching enthusiasm of teachers, which can accumulate unique teaching culture, create a good teaching and educating environment, and help train excellent guardians of healthy China.

Exploration of clinical medicine practice teaching guided by cultivating clinical thinking ability

Tang Qing, Sun Xiaonan, Zhang Jing, Shao Yong, Cai Hongxing

2019, 5(3): 214-217. doi:10.3969/j.issn.2096-045X.2019.03.004

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Clinical thinking is not only the most important basic ability of medical students, but also the focus of medical education. The cultivation and exercise of clinical thinking can enhance the competence of clinicians and run through the career of clinicians. At the stage of school education, the cultivation of clinical thinking ability of medical students lays the foundation for doctors’ clinical thinking, especially in the stage of clinical practice. It is an important stage for medical students to change to clinicians and link theory to practice. The cultivation of clinical thinking ability is of great significance to the professional development of clinical doctors.

How to improve the teachers’ capability for the new affiliated hospital of university

Chen Donghui,Wang Lepan,Zhou Chongchen,Hou Ligong,Yan Wenhai

2019, 5(3): 218-221. doi:10.3969/j.issn.2096-045X.2019.03.005

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The new affiliated hospital of university always has weakly foundation of teaching ability, how to rapidly achieve the aim of the promotion of teaching ability is a huge problem.The accreditation of medical education puts forword more detail approaches and methods for the promotion of teaching ability. The Zhengzhou university explored the teaching system including the faculty employment and training of teachers, innovation of the educational model, scientific research group construction, teachers’evaluation, guarantee of rights and interests, by the accreditation of medical education. The university enhanced the teaching ability training and assessment of the new affiliated hospital, as an important method to improve the academic level.

Practice and exploration on the construction of "5+3" standardized training for general practitioners and clinical teacher training mode

Zhu Qingshuang, Jia Jianguo, Fan Jie, WangYajun, Chen Lifen, Chen Chao

2019, 5(3): 222-224. doi:10.3969/j.issn.2096-045X.2019.03.006

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The training for general practitioners clinical teachers is the important guarantee of quality standardization training in general medicine. Xuanwu Hospital, Capital Medical University as a general practitioner standardization training base, in the “5 + 3” clinical base of teachers training, from the selection of teachers, inclusion criteria, training mode,evaluation mechanism and so on has carried on the exploration and practice, which is based on culture teaching in actual combat ability of the clinical teachers in general medicine information team, to guarantee the healthy development of the general medical talent training and discipline.

The comparation of teaching model of CBS,PBL,CBL in medical undergraduate education

Xing Li, Jia Xibei, Ma Jing, Liu Ruichan, Sui Manshu

2019, 5(3): 225-228，250. doi:10.3969/j.issn.2096-045X.2019.03.007

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To observe the effect of the teaching model including lecture-based learning (LBL), case-based study (CBS),problem-based learning (PBL) and case-based learning (CBL), further talk about experience in our study. In medical college students teaching, all of the four teaching model including LBL, CBS, PBL, CBL were used, at the end of class the student teaching assessment forms, theoretical assessment scales and comprehensive skills assessment scales were tested to compare the effect of teaching. Compared to LBL, the teaching model of PBL and CBL obtained students’ acknowledgement and approval, the scores of theoretical assessment and comprehensive skills assessment were more higher than those of LBL.PBL and CBL are the teaching model that more suitable for medical undergraduate education. Comparison of the two teaching modes, PBL teaching is more suitable for small number students (students number about ten) and the students have lot of knowledge, ant CBL teaching is more suitable for class for the medical undergraduate education.

The application of seminar-case method based on WeChat in clinical practice of undergraduate nursing students

Yi Jing, Gou Yuli, Jiang Mei

2019, 5(3): 229-233. doi:10.3969/j.issn.2096-045X.2019.03.008

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Objective To explore the effect of Seminar-case teaching method based on WeChat in clinical practice teaching of undergraduate nursing students. Methods To select 42 undergraduate nursing students as the control group in the grade of 2012 in hospital of Dalian by the convenience sampling method, 38 undergraduate nursing students as the experimental group in the grade of 2013. The control group adopted traditional clinical teaching method.The experimental group adopted the traditional teaching method and the Seminar- case method based on WeChat.The critical thinking ability and self-efficacy scale were used to evaluate two groups of nursing students before and after clinical practice. Results After the internship, the self-efficacy score of the experimental group was higher than that of the control group (P<0.05). Scores of critical thinking ability and searching for the truth, open mind, abilities of analysis, ability of systemati-zation, critical thinking, confidence, curiosity, cognitive maturity of the experimental group were higher than that of control group (P<0.05). Conclusion Seminar-case teaching method based on WeChat can improve its critical thinking ability and self-efficacy in the clinical practice of undergraduate nursing students,and then improve the clinical practice effect. It is worth popularizing and applying in clinical teaching.

The construction and application of practical teaching demo of medical bilingual document design

Ruan Junbin, Zhao Xuemin

2019, 5(3): 234-241. doi:10.3969/j.issn.2096-045X.2019.03.009

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Objective This paper seeks to explore and cultivate the medical students’ medical terminology management abilities with the help of teachers in the training coursesby describing the medical bilingual teaching design training platform and its characteristics established by Shanghai University of Medicine and Health Sciences and to develop the informatized teaching resources for teachers from the perspective of multiple dimensions. Methods A total of 90 students involved in the medical document design project were grouped by experiment with the cases studied to demonstrate the students’ training Results. Such items as the students’ mastery of the terminology management, their mastery of the typographic design knowledge, their abilities of relevant medical knowledge application and their enterprise’ s evaluation of the document project acceptance are listed for the assessment. With the teaching experiment results, the evaluation of students’ indicators has improved. Conclusion This training platform combines cultivating medical students’ majors in our school with the principles of expression accuracy, information application and calling transformation in translation to develop students’ text re-creation abilities by the method of digital terminology management, stimulating students’ curiosity for professionalism and exploring the application of cognitive researches. It has improved the students’ qualitiesby professional training in medical schools.

Practice and research on small private online courses in clinical nursing teaching in internal medicine

Wang Qiujie,Zhang Zhen,Luo Yan,Chen Ling,Hong Liu,Luan Hua

2019, 5(3): 242-246. doi:10.3969/j.issn.2096-045X.2019.03.010

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Objective To explore the application effect of Small Private Online Course online courses in clinical nursing teaching. Methods Randomized cluster sampling method was used to randomly select 2 classes from 2015 college nursing undergraduates, which were used as experimental group (30 people) and control group (30 people). The experimental group used SPOC’s flipping classroom teaching mode in the clinical nursing teaching of internal medicine, and the control group adopted the traditional teaching method.The scores of the examinations and self-learning ability of the nursing students in the two groups after teaching were compared. Results The scores of the examination results of the experimental group, the total score of self-learning ability and the motivation of learning, self-management, learning cooperation, and information quality were significantly higher than those of the control group. Conclusion SPOC can stimulate students’interest in learning and enhance students’self-learning ability, thus improving the teaching effect.

Exploration and practice of constructing competence-oriented course system for comprehensive quality of medical graduates

Wu Yan, Wang Xingyue

2019, 5(3): 247-250. doi:10.3969/j.issn.2096-045X.2019.03.011

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By comparing the postgraduate education between China and the United States, this paper summarizes the existing teaching experience, centering on students' needs and social needs, exploring the construction of a competency-oriented curriculum system for comprehensive quality of medical postgraduates, strengthening ideals and beliefs, moral education, innovation and entrepreneurship education, academic morality and integrity education, mental health education,etc., and gives full play to the positive value of comprehensive quality curriculum and leading role in promoting the transformation of medical students from personalized development to qualified doctors with social adaptability.

Exploration of postgraduate tutor selection mechanism reform

Du Yiru, Yang Xue

2019, 5(3): 251-254,264. doi:10.3969/j.issn.2096-045X.2019.03.012

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This paper aims to analyze the tutor selection policy in China, to explore the best approach of tutor selection,and to seek the long-term mechanism for tutor team construction. It introduces cultivation into tutor selection process,establishes the cultivation mechanism based on the different levels of teachers, colleges, disciplines and universities, and to enhance tutors’ creativity. The mode of tutor selection has transformed from passiveness to initiative, further improved the quality of tutors team and enabled more scientific tutors team construction.

Analysis of employment rate and training of graduate students in neurosurgery——Taking Beijing Neurosurgical Institute as an example

Li Rui, Wang Lingshu, Wang Yuegeng, Cheng Xiaoyan

2019, 5(3): 255-259. doi:10.3969/j.issn.2096-045X.2019.03.013

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Beijing Neurosurgical Institute is one of the high-end bases for training neurosurgical talents in China.In the past decade, the Institute has trained nearly 200 graduate students, including 78 doctoral students and 120 master students. Through summarizing the graduate employment situation of master and doctoral students in recent ten years,this paper analyses the employment rate of graduates in Grade A of Level Ⅲ hospitals both in Beijing and outside Beijing and the overall employment rate, and explores the ways to improve the quality of graduate training with stronger core competitiveness, so as to provide useful information for the training of high-level medical talents in neurosurgery, and to provide the source of high-level neurosurgery talents for medical and health institutions at all levels.

Application of seminar teaching method in standardized training of general surgery residents

Li Hongyan, Zhao Jing, Zhang Yan, Gao Chongchong, Wang Xiaohui, Li Ang, Liu Dongbin, Zheng Yamin,

2019, 5(3): 260-264. doi:10.3969/j.issn.2096-045X.2019.03.014

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Objective To evaluate the application of seminar teaching method in standardized training of general surgery residents. Methods 35 students received standardized training in General Surgery Department of Xuanwu Hospital,Capital Medical University from September 2016 to August 2018 were selected and divided into the experimental group and the control group by random number table method, with 35 students in each group. Seminar teaching method and the traditional teaching method were used in the experimental group and the control group respectively. Results Structured clinical examination (OSCE) and student satisfaction survey were used to evaluate teaching efficacy. Results Scores of the medical history collection and physical examination, case analysis, basic operation skills and auxiliary examination results in the OSCE examination of the experimental group were higher than those of the control group (P ＜ 0.01). The scores of rationality in the curriculum design, the study enthusiasm, ability of clinical thinking and research have been improved and were higher than those of the control group (P ＜ 0.01). Conclusion Seminar teaching method is helpful to improve the quality of standardized training for general surgery residents.

Standardized training practice of otoendoscopic surgery for otolaryngologists

Wu Xuan, Chen Kaitian, Zhuang Huiwen, Jiang Guangli, Xiong Guanxia, Wen Weiping

2019, 5(3): 265-269. doi:10.3969/j.issn.2096-045X.2019.03.015

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Endoscopic otology plays an important role in the diagnosis and treatment of otological diseases. Based on the characteristics of clinical teaching of otoendoscopy and the experience of standardized resident training, this paper analyzed some problems in the teaching process of otoendoscopy training. Four-stage teaching method and elaborate procedural surgery teaching method were adopted to gradually improve resident otoendoscopy surgery operation ability. Problem-based learning method (PBL) combined with case-based learning method (CBL) was adopted to improve the residents’ clinical thinking ability, to promote the residents’ active learning, to cultivate and improve the residents’ clinical scientific research ability through multiple channels, and to explore a set of teaching methods with the characteristics of otoendoscopy technology specialty, with an aim to provide reference for the residents’ standardized training and teaching of otoendoscopy technology.

Reflections on clinical practice teaching management in tumor specialist hospital

Ma Guangbin

2019, 5(3): 270-273. doi:10.3969/j.issn.2096-045X.2019.03.016

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The practice of medical clinical specialty is the fianl stage of medical students college education, and an important link for medical students to put their theoretical knowledge and practical skills into practice. This link is a process of transformation from college students to medical staff. It has the characteristics of both teaching and learning in colleges and universities and teaching and learning in hospitals, together with the rich management content. As a “learning-using” combined practice hospital, the clinical teaching management in our hospital fully embodies these characteristics. The author summaries the clinical teaching management in our hospital from five aspects: teaching management system, pre-job training, clinical teaching, doctor-patient communication, assessment and evaluation.

Present situation and thoughts on the evaluation of clinical medicine specialty education in China——Analysis based on clinical professional certification self-assessment report and certification report

Liu Lifang

2019, 5(3): 274-276,292. doi:10.3969/j.issn.2096-045X.2019.03.017

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In order to explore the present situation of clinical medical education evaluation in medical colleges and universities in China, the self-assessment reports and expert certification reports from 73 medical colleges and universities that have completed clinical medical professional certification by the end of 2017 are combed and analyzed. After the analysis of evaluation system, this paper analyzes and summarizes the present situation and existing problems of the evaluation of clinical medicine specialty education in China from the aspects of content, subject and method of evaluation,and puts forward that medical colleges and universities should take the initiative to strengthen the study and research of educational subject knowledge, attach importance to the participation of outside stakeholders and make full use of the network information technology of big data era to establish the whole process of clinical medical education evaluation system.

Evaluation and management of medical patent value based on non-market benchmarking

Guo Xiangyu,Zhang Shenghai,Gao Wen

2019, 5(3): 277-281. doi:10.3969/j.issn.2096-045X.2019.03.018

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Objective To evaluate the value of a university’s medical patents. Methods Related data of medical patents of a university were collected in the public patent database, and the authorized patents, value of the university was evaluated by Patent Evaluation Method Non-Market Benchmarking. Results From 2001 to 2017, 264 patents were granted by the university, of which 4 were transferred and 6 were design patents. The average value of 254 patents of invention and utility model was 9.9 points and the median was 6.0 points (Percentile System). From high score to low score, the value of patents was divided into A, B, C and D grades by quartile value. Among them, 56 patents were grade A. Conclusion Medical patents of the university have certain value, but high-value patents were in small number. When university protect and manage patents, they can give priority to high-value patents.

Establishment and application of index weights of competency evaluation system based on clinical subject leaders

Xu Mengjia

2019, 5(3): 282-286. doi:10.3969/j.issn.2096-045X.2019.03.019

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Objective In order to promote the development of the discipline, the scientific evaluation method is used to screen the evaluation indicators of the competence of clinical leaders. An objective and accurate evaluation system for competency is established and applied to the evaluation, training and selection of clinical leaders. Methods This study used Delphi method to conduct a round of questionnaire survey of 35 experts, and the analytic hierarchy process to establish the hierarchical structure of the competency evaluation index of clinical discipline leaders, constructed a pairwise comparison judgment matrix and determined the index weight and conduct consistency test. Results The constructed indicators include 5 first-level indicators, 19 second-level indicators, and 27 third-level indicators. The indicator design is updated in the human resource management platform to realize real-time data update and strengthen the operability of statistics. Conclusion An effective competency evaluation system is set up and reflects the hospital's emphasis on clinical skills, research performance and subject development, and clarifies the core competencies that clinical discipline leaders should possess, and will appoint, evaluate, manage and train clinical patients in the future. Academic leaders provide a scientific and rational basis for quantification.

Reliability and validity of the Course Experience Questionnaire for evaluating class teaching quality of medical students

Yan Qiuyu, Liu Xuan, Zhi Xinyue, Xie Juan

2019, 5(3): 287-292. doi:10.3969/j.issn.2096-045X.2019.03.020

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Objective To evaluate the reliability and validity of the Course Experience Questionnaire (CEQ) for evaluating class teaching quality in a medical university and to describe the distribution characteristics of CEQ scores provide scientific basis for improving the teaching quality of medical education. Methods 329 university students from different grades and majors who have completed four courses were selected by adopting the random cluster sampling method to conduct the questionnaire survey.The properties of CEQ including reliability(internal consistency reliability and split-half reliability), structural validity (exploratory factor analysis) and content validity (correlation between the total score of CEQ and the scores of common factors) were assessed.The SPSS 17.0 was adopted for data description and analysis. Results A total of 313 students returned responsive questionnaires.The Cronbach’s α coefficient of CEQ is 0.962, and the Spearman-Brown coefficient is 0.861. In the structural validity evaluation, totaled 3 common factors were extracted from exploratory factor analysis, explaining 77.895% of the total variance. There was a positive correlation between the total score of CEQ and class quality and harvest factor, as well as good teaching factor, and there was a positive correlation between class quality and harvest factor and good teaching factor (P ＜ 0.001). The total score of CEQ questionnaire for 313 medical students was 4.044±0.752, the score of class quality and harvest factor was 4.149±0.790, the score of good teaching factor was 4.282±0.632, and the score of appropriate workload factor was 2.153±0.633. There were statistical significant differences in the CEQ scores of the four courses (P ＜ 0.05), and the CEQ score of the early contact practice training courses which accounted for 44.4% of practice classes, was the highest. Conclusion The application of CEQ in the assessment of medical students’ course experience demonstrates good reliability and validity. Students hold a positive attitude to course experience,which is above average.

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