Objective To compare the survey results of the 8-year program students of clinical medicine discipline before and after the implementation of system-based integrated course reform, to provide feedback for system-based integrated course reform. Methods The questionnaire survey was continuously conducted for 2 years among the 8-year program students in grade of 2005 and 2006, so as to investigate their attitudes towards the integrated clinical courses, then relevant improvement of teaching measures were performed according to their feedback, and the difference of teaching effects between those 2 years was finally compared. Results A total of 79 students in grade 2005 and 78 students in grade 2006 were investigated. The baseline data were matched between the 2 grades. The results of statistical analysis showed that, the overall cognition (χ2=32.924, Plt;0.000 1) and assessment (t=−2.900, P=0.004) of integrated courses among students in grade 2006 got more improved in comparison with the students in grade 2005, and more students tended to select integrated courses, but there was no statistical difference. Conclusion Although system-based integrated clinical course as a new thing has its limitations, the reform idea and direction are still approved by students, so it is worth popularizing.
Objective To investigate the effects of evidence-based medicine (EBM) course on clinical medical students and to propose teaching advice. Methods Using a predesigned questionnaire, we conducted an investigation on the literature retrieval, knowledge of EBM terms, and subject attitude of clinical 5-year and 7-year medical students before and after EBM course, and then an interview was performed to collect the opinions of the students. Data was statistically analyzed. Results After the course, average reading time and frequency of literature retrieval increased significantly compared to the situation before EBM course (Plt;0.05). Knowledge levels of main EBM terms related to practice increased significantly (Plt;0.05). 5-year medical students’ ability of literature appraisal also increased (Plt;0.05). In this interview, these students suggested that course time of literature retrieval and screening should increase and medical statistics should be reviewed. Conclusion Through the study of EBM course, both knowledge and attitude of students changed a lot, and combining case teaching with EBM course has a better teaching effect. Learning the concepts and techniques of EBM for clinical medical students can help them apply medical research evidence correctly in clinical practice, and train their self-learning ability.
当前国际形势的变化及中国经济社会的发展为生物医药产业提供了难得的历史机遇，抓住这个历史机遇，实现国内与国际、产业与市场的两个有效对接，是推动我国生物医药产业发展的关键和有效手段。为了探索国内与国际对接的有效方式，我们发起“王朝计划”，并于今年6月17日在深圳第五届中国生物产业大会上，由卫生部医药卫生科技发展研究中心与英国MRCT、武汉光谷生物产业基地及上海新生源集团公司分别签订了共同推进“王朝计划”和共建“卫生部科技中心国际临床医学基地”的战略合作协议。 “王朝计划”的核心思想是将英国领先的医药研发能力与中国巨大的市场需求相对接，实现技术和项目的双向转移。“王朝计划”有3个重要特点：① 民间发起的国际合作计划，而非政府间合作计划；② 商业合作计划，而非单纯的科技合作计划；③ 开放的合作计划，是集成技术、成果、人才、资本各种资源的计划。 为了探索产业与市场对接的有效方式，我们启动了“卫生部科技中心国际临床医学基地”的建设工作。其宗旨是利用科技手段，努力解决长期存在的产业与临床应用两张皮的问题；加快和规范生物医药技术和产品的市场推广；实现医疗技术水平和生物医药产业相互促进，共同发展。其建设思路紧紧围绕1个重点，针对2个需求，开展3项业务，实现4个目标。围绕1个重点：重点开展上市后医药技术和产品的临床研究，而不是主要承担以上市申报为目的的临床试验。与通常的CRO不同，我们的主要产出是临床研究的科研成果，而不是临床试验的申报资料。针对2个需求：① 已上市的产品或技术对开拓市场的需求；② 广大医务工作者开展科学研究，提高医疗水平的需求。开展3项业务：① 吸纳多方投入，建立临床科研基金，组织开展临床科研项目，探索既实现科研投入多元化，又确保具体的科研活动不受商业利益牵制的有效机制；② 建立针对不同疾病或症候群的临床研究数据库，实现医学知识的系统积累，产出更多的高水平科研成果，推动流行病学、循证医学和转化医学的发展；③ 将卫生技术评估体系与产业对接，完善我国医药技术和成果的评价体系，提高医药企业的技术决策能力。实现4个目标：① 做强优势技术、成果和企业；② 推动临床科技进步和技术水平提升；③ 催生新的服务产业模式；④ 是完善园区的技术孵化和产业促进体系，增强园区的招商引资能力。 “国际临床医学基地”将由卫生部科技发展中心与武汉光谷生物基地共建，在湖北省卫生厅等有关方面的支持下，实行理事会领导下的主任负责制，依托由园区直属国有企业与其他企业合资设立的专门公司进行具体运作。卫生部科技中心主要负责整体设计、宏观决策、政策支持和监督把关，不参与实体公司的股份和单纯市场运作。“王朝计划”和“国际临床医学基地”既密切相关，相互促进，又各有独立的业务发展方向。这两项事业都是全新的探索，要走的路还很长，还有许多困惑和挑战，都需要政府、企业、临床医疗机构和投资机构等多方面的大力支持。为了生物技术能向信息技术那样，真正实现全方位、大规模的产业化，真正全面改变我们的世界和生活，让我们共同努力！ 收稿日期：2011–12–06 本文编辑：杜亮
Objective?To investigate the current status of new clinical medical postgraduate students on their learning goals and expectation of employment, and to provide the evidence and suggestions for improving the management of medical postgraduates’ training. Methods?We designed the questionnaire to investigate the current status of learning goals and expectation of employment of new clinical medical postgraduate students of Lanzhou University. We issued 164 questionnaires and took back 164 ones, among which 157 were effective, with the effective rate of 95.7%. Results?(1) The proportion of the postgraduates with working experience was less than 50%, and most of these worked in the municipal and county hospitals. (2) The 78.3% of them considered that clinical and research abilities were of the same importance. (3) The 65.6% of them expected to get Medical Science Degree; (4) The 96.8% of them wanted, after graduation, to engage in clinical work or the work in which clinical affairs and research were equally important, and only 3.2% hoped to engage in research-oriented work; (5) Although clinical skills and research capabilities of the first-year medical postgraduates were very poor at their entrance to the graduate school, their expectations of employment were very high. Conclusion?(1) The improvement and innovation of medical postgraduates’ clinical and research training are urgently needed. (2) The publicity and supporting policies should be enhanced for Clinical Medicine Degrees, and the postgraduates should be guided to comply their own expectations with social needs properly.
After Wenchuan earthquake on May 12, West China Medical School/ West China Hospital of Sichuan University organized a youth volunteer team for earthquake rescue and relief. A volunteer network was formed and relevant service regulations were formulated immediately. Volunteers have played an important role in post-earthquake evacuation of patients, emergency reception, ward care, on-call service, a service to help people find family members, telecommunications and some other major tasks.
We described our understanding of EBM, the ‘three principles＇ and ‘five steps＇ to practice it. EBM is an embodiment of human moral rule and axiom in clinical medicine; it is an advanced clinical model and medical practical methodology; it results from a basis of developed and perfected clinical research methodology, best evidence database, information technology. We also discussed the relationship between EBM and traditional Chinese medicine （TCM） modernization. The definition of modernization of TCM was suggested as scientifical standardization and internationalization. TCM theory in fact is not a basic but a clinical practice theory. EBM model should become the standard model of TCM practice to accelarate the standardization of TCM diagnostic technique and therapy. The key is not try to explain TCM theories with modern medical theroies, but work out common effectiveness evaluation criteria. Only when the effectiveness is intemationally acknowledged, can TCM be internationalized.
Objective To explore the effect of applying evidence-based medicine theory to quality management in long-term-system clinical medicine teaching. Methods We introduced the concept of evidence-based quality management system of clinical medicine to the delivery of teaching with Internet-based teaching quality real time supervision system as the core. A special quality scale was used to assess the teaching quality of teachers and the results were analyzed by SPSS 10.0 using u test. Results The system stored 853 280 pieces of data from the years 2001 to 2003. Up to 96.4% (275/285) of the evaluated topics scored over 85 points. Whether the teachers had overseas experience or not and whether their ages were over 45 or not had no significant influence on the teaching quality (P ＞0.05), but their degrees had influence on the teaching quality (P ＜0.05). Conclusion In long-term-system clinical medicine teaching quality management, we should apply the concept and approach of EBM to our practice so that we can ensure that the teaching quality of long-term-system clinical medicine will improve steadily.