提高醫務人員的臨床業務能力，培養更多具備扎實臨床技能的醫務人員，可以滿足人民對高質量健康生活的不斷追求。而如何立足臨床醫學本科教育，積極探索先進的教學模式，是培養優秀臨床醫生的基石。將循證醫學（Evidence based medicine，EBM）引入到問題導向學習（Problem based learning，PBL）教學法中，可以更加高效地提高學生發現問題并尋找問題答案的積極性，為將來快速提升臨床疾病處理能力奠定扎實基礎。本研究將四川大學華西臨床醫學院的臨床見習本科生作為研究對象，按照隨機數字表將學生隨機分為PBL組和EBM+PBL組，評估對比兩種教學模式的教學效果和滿意度。結果發現，與PBL組相比，EBM聯合PBL教學模式可以充分激發學生的主動學習意識，提高臨床相關知識的掌握情況，培養學生的臨床思維能力與團隊合作精神，為將來成為一名合格的臨床醫師奠定基礎。
ObjectiveTo compare attitudes of nursing undergraduates to patients with mental illness before and after learning psychiatric nursing course and provide evidence for the improvement of teaching of the course.
MethodsStigma scale to patients with mental illness was used as a questionnaire for collecting data, which was conducted on nursing undergraduates taking psychiatric nursing course between March and June 2012. Paired t-test was used to compare the differences between students' attitudes before and after learning the course.
ResultsSignificant difference was found for danger factor (P<0.05), while there was no statistically significant difference in the social isolation factor and social ability factor before and after the psychiatric nursing course (P>0.05).
ConclusionPsychiatric nursing course has a great influence on students' evaluation of the danger of patients with mental illness which reduces the discrimination against the patients.
Objective To evaluate the quality of undergraduate medical education so as to provide useful and effective feedback information for medical schools and to extend GMER (Global Minimum Essential Requirements in Medical Education) standard. Methods Through questionnaires, 205 resident doctors self-evaluated their abilities or qualities based on GMER standard. The unconditioned logistic regression model was used for data analysis. Results Graduates from undergraduate medical programs mastered the abilities or qualities required in 4 GMER domains i.e. “professional values, attitudes, behaviors and ethics”, “clinical skills”, “communication skills”, and “scientific foundation of medicine”. But the abilities or qualities required in “information management”, “population health and health systems” as well as “critical thinking and research” domains have not been obtained. The main factors that affected the evaluation results were corresponding training to the essentials, learner’s attitude, teaching models and teaching hours. Conclusion Educational sectors should adjust curriculum design so as to help medical students master the abilities required in the 3 domains stated above. Medical schools should conduct some educational research to formulate the most beneficial teaching methods, and import advanced ones to raise the quality of medical education in China.
Traditional medical education is to develop uni-professionals,and is lacking of opportunities for interprofessional communication and interprofessional collaboration.The failure of communication and collaboration is an important cause of medical errors.Interprofessional education is a new strategy to remove professional prejudice,promote interprofessional collaborative competency and improve patients'outcomes.From September 2012,we began to provide Interprofessional Education Program for healthcare undergraduates,and achievements have already been made.
