ObjectiveTo investigate the clinical medicine of Sichuan University graduate students degree of satisfaction about the tutors’ performance of the responsibility from all aspects, providing the basis to enhance the guidance level of tutors and to improve the quality of graduate students. MethodsA total of 1 589 graduate students from the 2014 to 2016 session of West China School of Medicine in Sichuan University were investigated by self-made questionnaires.ResultsClinical medical graduate students’ satisfaction of the tutor performance of the responsibility rate was 90.94%, significantly higher than the national graduate level (P<0.001); the highest rating was the evaluation of the ideological and moral cultivation of the tutor (which rate was 96.55%), the lowest satisfaction rate was on the responsibility of caring about the living conditions of students (which rate was 89.79%); There were differences of gender and education level in graduate students degree of satisfaction about the tutors’ performance of the responsibility (P<0.001), male graduate satisfaction was higher than that of female graduate students, doctoral student satisfaction was higher than that of postgraduates. ConclusionThe system of strengthen tutors education responsibility teacher education system of Sichuan University is effective, and the condition of implement tutors responsibility of education is good, but still need to enhance the duty of tutor about caring more on graduate students mental health and living status.
ObjectivesTo investigate the occupational stress and career burnout of postgraduates in professional degree of clinical medicine.Methods70% of postgraduates with professional degree of clinical medicine from grade 2016 to 2018 in West China Hospital of Sichuan University were sampled. The individual characteristics and occupational stress were investigated by a questionnaire, and Maslach Burnout Inventory (MBI) was used to investigate the individual career burnout. ResultsA total of 600 questionnaires were distributed and 520 valid questionnaires were retrieved, with an effective rate of 86.7%. According to the stress results, 17.5% of the students were under severe stress, 44.81% were under moderate stress, and only 1.54% were without stress. Regarding the sources of stress, 63.46% were originated from scientific research while 27.88% were originated from clinical practice. For burnout, the mean score of MBI was 40.56 with 15.00 standard deviation suggesting most of the students were in good working condition. However, a small number of students had career burnout to a certain degree and required adjustment. ConclusionsPostgraduates in professional degree of clinical medicine face the dual pressure of scientific research and clinical work. Improving the existing medical master's training system, relieving postgraduates’ stress, maintaining postgraduates’ physical and mental health are necessary and urgent. In light of this, the teaching quality of postgraduates in professional degree of clinical medicine may require improvement.
Objective To analyze the challenges and growth of the clinical medicine undergraduates who participated in the China Scholarship Council funded international research exchange program, to provide a basis for the policy formulation and management of the follow-up projects. MethodsClinical medicine undergraduates from West China School of Medicine, Sichuan University who participated in the China Scholarship Council funded international research exchange program from 2013 to 2019 were selected. The survey was conducted using a self-designed questionnaire. Results A total of 64 clinical medicine undergraduates were surveyed. The laboratory safety training rates in the United States, Canada, and China were 100.00% (34/34), 100.00% (30/30), and 70.31% (45/64), respectively. The laboratory technical training rates were 97.06% (33/34), 90% (27/30), and 43.75% (28/64), respectively. During the experimental process, clinical medicine undergraduates from the United States [94.12% (32/34)], Canada [93.33% (28/30)], and China [65.63% (42/64)] would seek assistance from relevant personnel. The difficulty (H=47.798, P<0.001) and convenience (H=30.135, P<0.001) of booking laboratory instruments and equipment vary among the three countries. There were no statistically significant difference in the frequency, form, and research direction sources of guidance from mentors (P＞0.05). Majority of students thought the experience was helpful for scientific research thinking (59 people) and experimental skills (52 people), with 23 people obtained research output. Despite encountering challenges in study (11 people), life (8 people), language (14 people), and culture (11 people), the experience had positive impact on hobbies (35 people), independent living ability (55 people), and self-confidence (41 people). The students also had developed an international perspective (61 people), improved English ability (59 people), and progressed self-learning ability (57 people). Conclusions By participating in international research exchange programs, undergraduates can enhance their comprehensive research ability. Although there may be problems and challenges during the adaptation process, it also brings growth and self-confidence at the same time.
Objective
To analyze the articles published by graduate students of West China School of Medicine in Sichuan University from 2013 to 2017.
Methods
Outcome indicators which includes the quantity of papers, annual distribution, paper category and papers cited by SCI were analyzed through bibliometrics methods. Statistical analysis was performed using SPSS 18.0 software.
Results
From 2013 to 2017, a total of 5 490 articles were published by postgraduate students in the school as first or co-first author. The average number of publication was 2.19 per student, in which 655 postgraduate students published 3 or more articles, accounting for 26.12%. A total of 2 849 articles were cited by SCI, accounting for 51.89%. The total number of publication and proportion of SCI were growing gradually. The average impact factor of each article was 2.791 and the highest impact factor for each single article was 55.7. Students who graduated from "985 university" published more articles in total and the articles cited by SCI than those from "non-985 university".
Conclusion
In recent years, the quality of articles published by graduate students from West China School of Medicine in Sichuan University has been improving gradually. The articles published by students graduated from "985 university" were more cited by SCI than those from "non-985 university" .
ObjectiveTo study status-quo of humanity quality education of clinical medical postgraduates in China, provide ideas and suggestion for humanity quality education of medical postgraduates.
MethodsGeneral evidence-based concepts and management research methods were applied. CNKI as well as other main official websites in China were searched to collect Chinese literature about humanity quality education of medical postgraduates. Then descriptive analysis was performed.
ResultsA total of 62 studies were included. The results of qualitative analysis showed that, humanity quality education was not enough in class hours, category setting, demanding satisfaction, and actual effects. The effects of tutors did not effectively play in humanity quality education. General contents of humanity quality education were not the focus of education for clinical medical graduates. We should not easily replace humanity quality education evaluation with education assessment.
ConclusionWe should improve humanity quality course setting, models and construction in humanity quality education of clinical medical postgraduates; take values, ideas, innovation and thinking capacity as content focus; consistently develop the style of humanity quality education; improve the effects of tutors on humanity quality education; and establish relevant complete effect evaluation system.
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.
Objective To assess the affect of problem-based learning (PBL) versus literature based learning(LBL) in clinical medicine students. Methods Computer retrieval was conducted to search for controlled studies comparing PBL with LBL. The quality of included studies was critically evaluated and data was analyzed by using The Cochrane Collaboration’s RevMan 5.0 software. Results Finally 11 articles were included in the review, but most of them were of low quality.There are clinical heterogeneity between different studis which cause descriptive results. The PBL tended to be superior to LBL in the analysis-skill, self-directed learning skill, data-searching skill, and original skill.Conclusion PBL tends to be associated with better learning results among clinical medicine students compared withLBL methods. We need large-scale, randomized controlled trials of higher quality to confirm this.
ObjectiveTo systematically review the teaching effects of Seminar teaching model versus lecture-based learning (LBL) teaching model on clinical medical students in China.MethodsPubMed, Embase, the Cochrane Library, Web of Science, China National Knowledge Internet, WanFang Data and VIP database were electronically searched for randomized controlled trials (RCTs) on Seminar versus LBL applied in clinical medical students in China, from the establishment of database to October 2017. The Meta-analysis was performed using RevMan 5.2 software.ResultsA total of 12 RCTs with 741 students were enrolled, including 380 in Seminar teaching group and 361 in LBL teaching group. The results of Meta-analysis demonstrated that the basic theory score [standard mean difference (SMD)=1.17, 95% confidence interval (CI) (0.72, 1.62), P<0.000 01], the clinical skill score [SMD=1.33, 95%CI (0.82, 1.83), P<0.000 01], the classroom atmosphere score ［SMD=1.51, 95%CI (1.13, 1.90), P<0.000 01］, the team score [SMD=0.86, 95%CI (0.50, 1.22), P<0.000 01], and the autonomous learning ability score [SMD=2.25, 95%CI (0.31, 4.18), P=0.02] of Seminar teaching group were superior to those in the LBL teaching group.ConclusionThe Seminar teaching model is superior to the LBL teaching model in clinical medical students.
ObjectiveTo investigate changes of the psychological heath condition of postgraduates in professional degree (PPD) of clinical medicine under "clinical-practical and medical-educational combination" training mode.MethodsA cluster sampling method was adopted for 101 PPDs and 120 postgraduates in academic degree (PAD) of clinical medicine in grade 2015 of our university. The psychological health condition was evaluated using online questionnaires at the time of enrollment in 2015 and prior to graduation in 2018.ResultsA total of 82 valid questionnaires in PPD group and 96 valid questionnaires in PAD group were collected in 2018. Compared with 2015, the scores of K6 for assessing psychological distress within 1 month, PHQ-9 for the depression module and the PHQ-15 for assessing somatic symptoms within 1 month decreased in 2018 (P<0.05), while the scores of sleep time in Pittsburgh Sleep Index Questionnaire increased in 2018 (P<0.05). The scores of K6 and PHQ-15 within 12 months in the group with excellent academic achievement prior to graduation were higher than those in the other three groups (P<0.05), and the hypnotic scores of the group with poor academic achievement were higher than those of the other three groups (P<0.05).ConclusionsThe emotion, somatic symptoms and psychological feelings of PDDs and PADs are superior than those at the time of admission, and the ability of psychological stress adjustment gradually matured and improved. However, the pressures faced by PPDs and PADs may originate from different aspects, and the "clinical-practical and medical-educational combination" training mode has not included more pressure on the PPDs. Graduates with excellent academic achievements are under significant pressure. However, the ability to adjust is strong, and the physiological health condition of graduate with inferior academic achievements may require more attention from educators.
