“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.	张婧, 陈丽芬, 武力勇. 神经内科住院医师规范化培训存在的问题与教学改进. 神经疾病与精神卫生, 2017, 17(12): 886-888.
2.	武力勇, 张婧, 王玉平, 等. “三全两多”管理模式在神经内科住院医师临床技能规范化培训中的应用. 北京医学, 2018, 40(12): 1183-1184.
3.	武力勇, 常红, 宋海庆, 等. 问题导向、全员协作、全程控制、持续改进—首都医科大学宣武医院神经内科质量改进路径. 中国卫生质量管理, 2019, 26(4): 34-37.
4.	何晓微, 黄欣, 张曼, 等. PBL-LBL 双轨模式在壮医学专业课堂教学中的运用研究. 教育教学论坛, 2020(18): 172-174.
5.	封玉玲, 陈杰, 胡玲, 等. 探索 PBL、CPC 与 LBL 在《病理学》教学实践中的应用. 重庆医学, 2015, 44(9): 1284-1286.
6.	韩飞, 耿晓北. 如何开展教学查房. 中国毕业后医学教育, 2019, 3(4): 315, 328.
7.	聂海, 李开南, 李佳鸿, 等. 以问题为基础的教学法和传统教学法应用于骨科临床实习教学的比较研究. 华西医学, 2016, 31(1): 161-165.
8.	夏蕙, 顾鸣敏, 陆斌杰, 等. 国内医学院校 PBL 教学的回顾与展望. 中国高等医学教育, 2012(9): 6-7.
9.	张宗霞, 张铭光. 以问题为基础的教学模式下精细化教学方案在临床教学中的应用. 华西医学, 2017, 32(8): 1289-1291.
10.	印义琼, 刘春娟, 文曰, 等. 以团队为基础的教学与以问题为基础的教学整合教学法在静脉治疗专科护理临床教学中的应用. 华西医学, 2016, 31(4): 768-770.
11.	金硕果, 詹华奎, 罗梅, 等. 案例为基础的学习模式在神经内科临床教学中的应用. 中国中医药现代远程教育, 2017, 15(9): 1-2.
12.	蒲丹, 唐怀蓉, 陈相军, 等. 医学模拟联合病案教学在急诊科进修医师培训中的应用. 华西医学, 2015, 30(6): 1039-1041.
13.	黄晓慧, 唐慧, 伍笑敏, 等. 循证医学联合模拟教学法内科教学查房中应用的探讨. 中国医药指南, 2019, 17(26): 295.
14.	陈隆福, 王虎, 孙景福, 等. 骨科教学中 PBL 结合 EBM 教学模式的应用分析. 吉林医学, 2020, 41(5): 1278-1279.
15.	霍小静, 曹永谊. 新东方教学模式下高校英语教学改革实施路径探析. 英语广场, 2016(8): 85-86.
16.	胡显锋, 胡绍, 王岚, 等. 以 360 度评估为主的综合评估是保证住院医师规范化培训质量的关键. 中国毕业后医学教育, 2019, 3(5): 385-390.

1. 张婧, 陈丽芬, 武力勇. 神经内科住院医师规范化培训存在的问题与教学改进. 神经疾病与精神卫生, 2017, 17(12): 886-888.
2. 武力勇, 张婧, 王玉平, 等. “三全两多”管理模式在神经内科住院医师临床技能规范化培训中的应用. 北京医学, 2018, 40(12): 1183-1184.
3. 武力勇, 常红, 宋海庆, 等. 问题导向、全员协作、全程控制、持续改进—首都医科大学宣武医院神经内科质量改进路径. 中国卫生质量管理, 2019, 26(4): 34-37.
4. 何晓微, 黄欣, 张曼, 等. PBL-LBL 双轨模式在壮医学专业课堂教学中的运用研究. 教育教学论坛, 2020(18): 172-174.
5. 封玉玲, 陈杰, 胡玲, 等. 探索 PBL、CPC 与 LBL 在《病理学》教学实践中的应用. 重庆医学, 2015, 44(9): 1284-1286.
6. 韩飞, 耿晓北. 如何开展教学查房. 中国毕业后医学教育, 2019, 3(4): 315, 328.
7. 聂海, 李开南, 李佳鸿, 等. 以问题为基础的教学法和传统教学法应用于骨科临床实习教学的比较研究. 华西医学, 2016, 31(1): 161-165.
8. 夏蕙, 顾鸣敏, 陆斌杰, 等. 国内医学院校 PBL 教学的回顾与展望. 中国高等医学教育, 2012(9): 6-7.
9. 张宗霞, 张铭光. 以问题为基础的教学模式下精细化教学方案在临床教学中的应用. 华西医学, 2017, 32(8): 1289-1291.
10. 印义琼, 刘春娟, 文曰, 等. 以团队为基础的教学与以问题为基础的教学整合教学法在静脉治疗专科护理临床教学中的应用. 华西医学, 2016, 31(4): 768-770.
11. 金硕果, 詹华奎, 罗梅, 等. 案例为基础的学习模式在神经内科临床教学中的应用. 中国中医药现代远程教育, 2017, 15(9): 1-2.
12. 蒲丹, 唐怀蓉, 陈相军, 等. 医学模拟联合病案教学在急诊科进修医师培训中的应用. 华西医学, 2015, 30(6): 1039-1041.
13. 黄晓慧, 唐慧, 伍笑敏, 等. 循证医学联合模拟教学法内科教学查房中应用的探讨. 中国医药指南, 2019, 17(26): 295.
14. 陈隆福, 王虎, 孙景福, 等. 骨科教学中 PBL 结合 EBM 教学模式的应用分析. 吉林医学, 2020, 41(5): 1278-1279.
15. 霍小静, 曹永谊. 新东方教学模式下高校英语教学改革实施路径探析. 英语广场, 2016(8): 85-86.
16. 胡显锋, 胡绍, 王岚, 等. 以 360 度评估为主的综合评估是保证住院医师规范化培训质量的关键. 中国毕业后医学教育, 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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