The cultivation of clinical medical postgraduates is a way to provide qualified doctors for clinical practice, which is more focused on clinical practice. The cultivation of clinical medical postgraduates depends on their understanding of knowledge. In response to the problems existing in traditional education, the Department of Vascular Surgery, Xuanwu Hospital, Capital Medical University has introduced new media into the cultivation of clinical medical postgraduates. New media can concretize abstract content, which is more conducive to improve learning efficiency. This article combines practical experience to explain the advantages, teaching effectiveness, challenges faced of new media, and how to better apply new media teaching.
Objectives Based on the Global Minimum Essential Requirement in Medical Education (GMER), we tried to use the theories and methods of “competency” as a reference to introduce the concept of “competency” into medical education in China and to investigate the skills that medical graduates need for their prospective clinical work. Methods According to a literature search and expert interviews, the Glossary of Medical Graduates’ Competencies was built to define the competencies needed by medical graduates. Students’ attitudes toward those competencies were surveyed by questionnaires. Factor analysis and Analytic Hierarchy Process (AHP) were used to analyze the data and to build the Medical Graduates’ Competency Model. Results The competencies of medical graduates could be divided into six groups. The weighting of each competency group and specific competence was different. Conclusion The Medical Graduate Competency Model can be used to evaluate medical graduates’ capacities. It has significant reference value for medical education, in terms of the evaluation of medical graduates and the reform of teaching methods.
Objective To learn about the evaluation of the practical value of resident doctors towards the Global Minimum Essential Requirements in Medical Education (GMER), so as to provide effective information for the usage of GMER in China. Methods Two hundred and five resident doctors of West China Hospital of Sichuan University were investigated by the use of questionnaires. Results The evaluation of the practical value towards the 7 domains of GMER was high, but the “population health and health systems” domain gains the lowest scores. Conclusion The society might ask doctors to use the abilities required by GMER, especially the requirements in the "population health and health systems" domain. It is suggested that the doctors’ performance evaluation system be adjusted by adding the weight to the lower score domains, and the medical students be trained to be equipped with both macro and micro thinking abilities in medical school, so as to cultivate doctors with the "core competence" of GMER.
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.
The health status, health needs and demands as well as the concept of health itself have changes dramatically in the last one hundred years, the organizational and institutional evolutions of health system took place accordingly. To adapt the changes of health system, medical education has experienced three generations of major reform in the last century: the science-based curricula, problem-based instruction, system-based and competence-oriented education. At the same time the organization of medical education evolved from academic medicine to academic health center to academic health system. This article briefly describes the process of this evolution and presents author’s personal views on academic health system.
ObjectiveTo explore the teaching effects of case-based learning (CBL) as an educational strategy in digestive diseases module teaching.
MethodsSixty-three oral and dental medical senior students were randomly divided into two groups during February to June 2012. Among them, 31 students were enrolled in the CBL group accepting CBL teaching method based on certain cases, while the other 32 students were designated into the control group receiving traditional teaching method. Their scores in practice skill examination, analytical ability of medical records, module test scores and behavior observation results were compared. Questionnaire survey was performed for students in the CBL group.
ResultsThere were no significant difference in scores of clinical practice skill examination and behavior observation results between the two groups (P>0.05). Students in the CBL group did significantly better in case analysis and module test scores (P<0.05). Questionnaire survey revealed that CBL method could significantly improve the learning interest, cultivate the ability to combine theory and practice, strengthen analytical skills and promote problem-solving abilities. The students were generally satisfied with the CBL teaching method.
ConclusionCBL method has an obvious advantage in digestive diseases teaching.
Patient safety is one of the most important topics for 21st century medical education. The patient safety education has been included in the undergraduate education in such countries as USA, Great Britain, Australia and Japan. World Health Organization (WHO) has established patient safety education guidelines in medical undergraduates and developing countries have been emphasized to promote the project of patient safety education. Due to lack of patient safety education courses, China still need to resort to WHO patient safety education guidelines and refer to foreign teaching methods to explore suitable patient safety education system and training mode.
Medicine bears the responsibility for human health. Technical competence, service standards, professional ethics and social accountability constitute the soul of this profession. The principles of nonmaleficence, beneficence, respect for autonomy and justice help to establish good doctor-patient relationship and regulate medical services, which has been fixed by international and domestic professional norms. Besides to ensure its truth, effectiveness and safety, medical research also should require certain rendering of subject's autonomy, minimizing risks and maintaining social justice. Some procedures have established for supporting it. Modern medical education furnishes suitable human resources for medical profession, which directly affects the accessibility and outcomes of health services. Its objectives, operations and assessments are increasingly taking shape. Faced with the current issues of healthcare equity, worsening doctor-patient relationship, scandals and ethical controversies in medical research, and the failing of medical education to fully match social needs, evidence-based medical methodology is extending to policy and social sciences for identifying and creating high-quality scientific evidence to improve the quality of decision-making.
