ObjectiveTo investigate the difference of grant and aid systems for graduates of clinical medicine of "985" universities in China, in order to provide references for further advancing the system in West China. MethodsThree "985" universities were selected from each part of China including eastern China, central China and western China. A structured questionnaire was used to investigate the administrative departments of graduate study. The following data were included: grant extraction structure, academic scholarship coverage, living subsidies, three indexes of post allowance, etc. Excel software was used to summarize data, and then descriptive analysis was conducted to analyze the relevant data. ResultsThe grant systems for graduate students was mainly composed of three parts including financial allocation, social support and school aid in clinical medical colleges of "985" universities in China. The doctor scholarship coverage reached 100% in each region, while the coverage of academic scholarship for postgraduates, whole life subsidy levels of graduate students and "Three Helps" job coverage ratio were presented in the following trend: eastern China > central China > western China. ConclusionCompared with the grant and aid systems for graduate students of clinical medicine of "985" Universities in eastern and central China, the graduate grant in western China has the following problems, such as less coverage, lack of social support resources, imperfect grant systems without incentive mechanism. All these problems are needed to be further solved in future.
ObjectiveTo evaluate the reliability and validity of the Quality of Working Life Scale (QWL7-32). MethodsThe QWL7-32 scale was used to survey 487 drilling workers. The presence of chronic diseases was regarded as an effector for evaluating physical health, and the result of SCL-90 measurement was regarded as an effector for evaluating psychological health. The reliability and validity of the scale were statistically analyzed. ResultsThe results of the Pearson correlation coefficient was 0.713, the Cronbach's alpha coefficient was 0.920, and the Splithalf reliability coefficient was 0.942. The result of confirmatory factor analysis showed that the construct validity of scale was good, and the accumulative rate of 7 variances was 62.59%. The results of correlation analysis and t test showed that the validity of scale criterion was also good. In QWL7-32 scale, each dimension showed a good correlation with its relevant item but poor correlation with any other items. ConclusionThe QWL7-32 has a good reliability and validity.
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.
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 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.
Objectives To investigate the employment situation of graduates of West China School of Medicine in Sichuan University. Methods The employment situation of graduates from West China School of Medicine, Sichuan University from 2013 to 2017 were investigated. Student’s information, employment rate, employment satisfaction, self-evaluation of graduates and employment satisfaction were investigated. A descriptive analysis was used. Results A total of 1 789 graduates, including 602 academic degree graduates and 1 187 professional degree graduates, were surveyed. The one-time employment rate of graduates was over 90%, and the employment rate at the end of first year was 100%. The rate of academic degree graduates engaging in medical-related work was on the decline. The top 3 items of graduates' professional competence self-evaluation were professional knowledge and practical skills, teamwork awareness, and pioneering spirit. Graduates' job satisfaction was increased annually. Conclusions The employment satisfaction of graduates of West China School of Medicine, Sichuan University is increasing year by year, while the guidance and service for graduate students should be further strengthened.
ObjectivesThis study aimed to analyze the evaluation data of 24 professional residency training bases of West China Hospital of Sichuan University(WCHSCU) so as to provide experience for construction of residency training base.MethodsBased on the evaluation criteria of standardized residency professional bases published by Chinese Medical Association in 2019, 24 professional bases of residency training in WCHSCU were evaluated in terms of base condition, teaching staff and process management.ResultsThe results showed that 41.67% of the 24 residency bases received a total score above 90 points, 16.67% were between 85 to 90 points, 20.83% were between 80 to 85 points, 8.33% were between 70 to 80 points, and 12.50% were between 60 to 70 points.ConclusionsThe residency training base construction of (WCHSCU) is satisfactory.
Standardized residents training is a necessary way to cultivate qualified clinical physicians, and the teaching ability of their mentors will be a key factor affecting the quality of standardized residents training. In view of the problems existing in the current teachers training of standardized residents training, West China Hospital of Sichuan University has innovatively built a “coordination of six priorities” teachers training system to conduct hierarchical training for different types of mentors, in order to improve the quality and achieve homogenization of training. This article mainly elaborates on the problems in the current residents teachers training, the “coordination of six priorities” teachers training system of West China Hospital of Sichuan University, and the effect of the teachers training.
Objective To systematically review the teaching effects of problem-based learning (PBL) combined with lecture-based learning (LBL) versus lecture-based learning (LBL) teaching models on students in surgical clinical education in China. Methods Such databases as The Cochrane Library, PubMed, CNKI, WanFang Data and VIP were electronically searched for randomized controlled trials (RCTs) on PBL+LBL versus LBL applied in surgery education in China from inception to February 2017. Two reviewers independently screened literature, extracted data and assessed the risk of bias of included studies. Then, meta-analysis was performed using RevMan 5.2 software. Results Fourteen RCTs including 1 386 students were included. The results of meta-analysis showed, compared with LBL, PBL+LBL were superior in basic knowledge of surgery (MD=3.33, 95%CI 2.07 to 4.60, P<0.000 01), case analysis (MD=5.90, 95%CI 2.61 to 9.19,P=0.000 4), clinical skills (MD=3.38, 95%CI 0.57 to 6.19, P=0.02), comprehensive performance (MD=7.15, 95%CI 3.87 to 10.43, P<0.000 1) and teaching satisfaction (OR=3.05, 95%CI 1.90 to 4.9,P<0.000 01) with significant difference. There was no differences in inquiry/physical examination/medical record between the two groups (MD=0.82, 95%CI 0 to 1.64,P=0.05). Conclusions PBL+LBL teaching method is superior to LBL in surgical clinical education in China. Large-scale and high quality randomized controlled trials are needed to confirm the above conclusions.