“Four-dimensional integration” standardized training model and its effect on neurology residents_West China Medical Journal

Authors：

ZHANG Jing ¹ , MENG Yan ² , YANG Kun ³ ,  WU Liyong ¹

1. Department of Neurology, Xuanwu Hospital of Capital Medical University, Beijing 100053, P. R. China;
2. Information Center, Xuanwu Hospital of Capital Medical University, Beijing 100053, P. R. China;
3. Evidence-based Medicine Center, Xuanwu Hospital of Capital Medical University, Beijing 100053, P. R. China;

Corresponding?author：

WU Liyong, Email: wmywly@hotmail.com

Keywords：

Department of Neurology; Standardized training of residents; Four-dimensional integration; Model

DOI：

10.7507/1002-0179.202004493

Video：

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Objective To briefly describe the specific contents of the “four-dimensional integration” standardized training model for neurology residents and analyze the implementation effects.Methods Since September 2019, the Standard Training Center for Residents in Department of Neurology, Xuanwu Hospital of Capital Medical University trained residents under “four-dimensional integration” standardized training model, including primary knowledge teaching, basic skill training, clinical thinking training, and student group learning. The effect of the “four-dimensional integration” model was measured by comparing the midterm assessment results after four months of training of the resident trainees in Grade 2019 under the “four-dimensional integration” training mode (n=37) with those of the resident trainees in Grade 2018 under regular training mode (n=32). The midterm assessment was conducted through standardized and objective clinical examinations, including three evaluations (theory, skills, and clinical drills), and the pass rate of tests was evaluated through Fisher’s exact probability method for comparison between training groups.Results There was no significant difference in the pass rate of theoretical assessment (100.0% vs. 96.9%, P=0.464) or the pass rate of Mini-Clinical Evaluation Exercise (100.0% vs. 90.6%, P=0.095) between the two groups. The pass rate of skill assessment in Grade 2019 was significantly higher than that of the students in Grade 2018 (94.6% vs. 71.9%, P=0.018).Conclusion The “four-dimensional integration” standardized training model for neurology residents and it effect are worthy of recognition, which can provide a reference for medical teaching, especially for the standardized training of resident physicians.

Citation： ZHANG Jing, MENG Yan, YANG Kun, WU Liyong. “Four-dimensional integration” standardized training model and its effect on neurology residents. West China Medical Journal, 2020, 35(6): 688-691. doi: 10.7507/1002-0179.202004493 Copy

1.	張婧, 陳麗芬, 武力勇. 神經內科住院醫師規范化培訓存在的問題與教學改進. 神經疾病與精神衛生, 2017, 17(12): 886-888.
2.	武力勇, 張婧, 王玉平, 等. “三全兩多”管理模式在神經內科住院醫師臨床技能規范化培訓中的應用. 北京醫學, 2018, 40(12): 1183-1184.
3.	武力勇, 常紅, 宋海慶, 等. 問題導向、全員協作、全程控制、持續改進—首都醫科大學宣武醫院神經內科質量改進路徑. 中國衛生質量管理, 2019, 26(4): 34-37.
4.	何曉微, 黃欣, 張曼, 等. PBL-LBL 雙軌模式在壯醫學專業課堂教學中的運用研究. 教育教學論壇, 2020(18): 172-174.
5.	封玉玲, 陳杰, 胡玲, 等. 探索 PBL、CPC 與 LBL 在《病理學》教學實踐中的應用. 重慶醫學, 2015, 44(9): 1284-1286.
6.	韓飛, 耿曉北. 如何開展教學查房. 中國畢業后醫學教育, 2019, 3(4): 315, 328.
7.	聶海, 李開南, 李佳鴻, 等. 以問題為基礎的教學法和傳統教學法應用于骨科臨床實習教學的比較研究. 華西醫學, 2016, 31(1): 161-165.
8.	夏蕙, 顧鳴敏, 陸斌杰, 等. 國內醫學院校 PBL 教學的回顧與展望. 中國高等醫學教育, 2012(9): 6-7.
9.	張宗霞, 張銘光. 以問題為基礎的教學模式下精細化教學方案在臨床教學中的應用. 華西醫學, 2017, 32(8): 1289-1291.
10.	印義瓊, 劉春娟, 文曰, 等. 以團隊為基礎的教學與以問題為基礎的教學整合教學法在靜脈治療專科護理臨床教學中的應用. 華西醫學, 2016, 31(4): 768-770.
11.	金碩果, 詹華奎, 羅梅, 等. 案例為基礎的學習模式在神經內科臨床教學中的應用. 中國中醫藥現代遠程教育, 2017, 15(9): 1-2.
12.	蒲丹, 唐懷蓉, 陳相軍, 等. 醫學模擬聯合病案教學在急診科進修醫師培訓中的應用. 華西醫學, 2015, 30(6): 1039-1041.
13.	黃曉慧, 唐慧, 伍笑敏, 等. 循證醫學聯合模擬教學法內科教學查房中應用的探討. 中國醫藥指南, 2019, 17(26): 295.
14.	陳隆福, 王虎, 孫景福, 等. 骨科教學中 PBL 結合 EBM 教學模式的應用分析. 吉林醫學, 2020, 41(5): 1278-1279.
15.	霍小靜, 曹永誼. 新東方教學模式下高校英語教學改革實施路徑探析. 英語廣場, 2016(8): 85-86.
16.	胡顯鋒, 胡紹, 王嵐, 等. 以 360 度評估為主的綜合評估是保證住院醫師規范化培訓質量的關鍵. 中國畢業后醫學教育, 2019, 3(5): 385-390.

1. 張婧, 陳麗芬, 武力勇. 神經內科住院醫師規范化培訓存在的問題與教學改進. 神經疾病與精神衛生, 2017, 17(12): 886-888.
2. 武力勇, 張婧, 王玉平, 等. “三全兩多”管理模式在神經內科住院醫師臨床技能規范化培訓中的應用. 北京醫學, 2018, 40(12): 1183-1184.
3. 武力勇, 常紅, 宋海慶, 等. 問題導向、全員協作、全程控制、持續改進—首都醫科大學宣武醫院神經內科質量改進路徑. 中國衛生質量管理, 2019, 26(4): 34-37.
4. 何曉微, 黃欣, 張曼, 等. PBL-LBL 雙軌模式在壯醫學專業課堂教學中的運用研究. 教育教學論壇, 2020(18): 172-174.
5. 封玉玲, 陳杰, 胡玲, 等. 探索 PBL、CPC 與 LBL 在《病理學》教學實踐中的應用. 重慶醫學, 2015, 44(9): 1284-1286.
6. 韓飛, 耿曉北. 如何開展教學查房. 中國畢業后醫學教育, 2019, 3(4): 315, 328.
7. 聶海, 李開南, 李佳鴻, 等. 以問題為基礎的教學法和傳統教學法應用于骨科臨床實習教學的比較研究. 華西醫學, 2016, 31(1): 161-165.
8. 夏蕙, 顧鳴敏, 陸斌杰, 等. 國內醫學院校 PBL 教學的回顧與展望. 中國高等醫學教育, 2012(9): 6-7.
9. 張宗霞, 張銘光. 以問題為基礎的教學模式下精細化教學方案在臨床教學中的應用. 華西醫學, 2017, 32(8): 1289-1291.
10. 印義瓊, 劉春娟, 文曰, 等. 以團隊為基礎的教學與以問題為基礎的教學整合教學法在靜脈治療專科護理臨床教學中的應用. 華西醫學, 2016, 31(4): 768-770.
11. 金碩果, 詹華奎, 羅梅, 等. 案例為基礎的學習模式在神經內科臨床教學中的應用. 中國中醫藥現代遠程教育, 2017, 15(9): 1-2.
12. 蒲丹, 唐懷蓉, 陳相軍, 等. 醫學模擬聯合病案教學在急診科進修醫師培訓中的應用. 華西醫學, 2015, 30(6): 1039-1041.
13. 黃曉慧, 唐慧, 伍笑敏, 等. 循證醫學聯合模擬教學法內科教學查房中應用的探討. 中國醫藥指南, 2019, 17(26): 295.
14. 陳隆福, 王虎, 孫景福, 等. 骨科教學中 PBL 結合 EBM 教學模式的應用分析. 吉林醫學, 2020, 41(5): 1278-1279.
15. 霍小靜, 曹永誼. 新東方教學模式下高校英語教學改革實施路徑探析. 英語廣場, 2016(8): 85-86.
16. 胡顯鋒, 胡紹, 王嵐, 等. 以 360 度評估為主的綜合評估是保證住院醫師規范化培訓質量的關鍵. 中國畢業后醫學教育, 2019, 3(5): 385-390.

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West China Medical Journal

“Four-dimensional integration” standardized training model and its effect on neurology residents

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