Objective To assess the effectiveness of evidence-based medicine for improving core competencies of undergraduate medical students. Methods MEDLINE, ERIC, Academic Source Premier, Campbell Library databases and three Chinese Databases (CBM, CNKI, VIP) were searched from January 1992 to May 2009.We also used Google to searching related literature. The design is a systematic review of randomized, non-randomized, and before-after studies. Two reviewers did study selection, quality assessment, and data abstraction independently. Different opinions were resolved by consensus. We used an adaptation of the quality measure from Gemma Flores-Mateo et al to assess the quality of selected studies. And descriptive analysis was conducted. Results A total of 17 studies met the selection criteria, 2 of them were of high quality, the others were of moderate quality. Studies involved Competencies of Scientific Foundation of Medicine, Clinical Skills, and Management of Information. Conclusion Competencies of Scientific Foundation of Medicine, Clinical Skills, and Management of Information are improved by evidence-based medicine teaching. No study on professional values, attitudes, behavior and ethics, population health and health systems, management of information, critical thinking and research is available. It is impossible to assess the four domains above.
Objective To investigate the surgical technique of establ ishing a rel iable rat model of orthotopic l ivertransplantation. Methods A total of 200 adult male SD rats weighing 200-250 g and 60 adult male Wistar rats weighing230-280 g were adopted. The weight of donor was 30 g less than that of receptor. Syngeneic group of SD-SD rats (SD-SD group, n=70) and allogeneic group of SD-Wistar rats (SD-Wistar group, n=60) l iver transplantation were performed, respectively. Orthotopic l iver transplantations in rats were performed using modified Kamada’s two-cuff technique. Under the sufficient exposure of the porta hepatis, the l iver was perfused through the cold of perfusion of portal vein without touching the l iver. The anastomosis of the suprahepatic vena cave was sutured end- to-end with 8-0 prolene l ine. Guided by double l ine, the continuity of portal vein was establ ished by cuff method easily. The fluid was supplemented sufficiently after operation to maintain the stabil ization of hemodynamics. Results The time for donor operation and receptor operation was (38.2 ± 2.5) minutes and (45.6 ± 3.5) minutes, and anhepatic time was (15.1 ± 2.2) minutes.The successful rate was 93%. The survival rate after 1 week was 92%. There was a significant difference when compared with traditional method (P lt; 0.05). There were 64 survivals in SDSD group and 57 in SD-Wistar group after l iver transplantation, and the survival time was 2-9 months (mean 145 days) and 8-20 days (mean 10.5 days) respectively. The l iver function recovered well in SD-SD group, while in SD-Wistar group the l iver functional failure and acute rejection occurred in pathology 3-5 days after l iver transplantation, all of which ended with death without any therapy. Conclusion The modified method is proved to be ideal for its advantages of simple operation, short anhepatic phase and high operative successful rate.
Objective To investigate critical thinking disposition inventory on medical students to offer evidence for building a medical education model with core competency as guide, evidence-based medicine as carrier and lifelong learning as purpose. Methods Chinese Version of Critical Thinking Disposition Inventory was used to investigate the current status of critical thinking of 617 medical undergraduates and graduates of Sichuan University. Results The average total score was more than 280 points. Average total scores of medical students in different educational systems from high to low were 309 points (eight-year-program), 298 points (postgraduates), 287 points (seven-year-program) and 286 points (five-year-program), respectively. The scores of three items including “seek truth”, “systematicity” and “confidence” were lower than 40 points in students both of five-year-program and seven-year program. There was no significant difference in total scores and each item between genders and varied ages. Conclusion The main factors which influence critical thinking in medical students of China include education idea, teaching atmosphere, teaching methods and teaching evaluation system.
Objective To compare the medical emergency rescue systems used during earthquakes in America, Japan, Russia and China; so as to provide reference material for the establishment and improvement of such a system in China. Methods We searched the official websites of China, America, Japan and Russia, WHO.int, CNKI, OVID, The Cochrane Library and other authoritative sources to collect information involving the medical emergency rescue systems used during earthquakes. The mechanism, legal management, preventive measures and performance of each country’s medical emergency rescue system were summarized and compared. Results Crisis management, integrated action and legal support were highly emphasized in America, Japan and Russia. America and Japan have performed well in implementing routine preventive measures. The organizational structure of the medical emergency rescue system in China was similar to that of the other countries, but its performance was not satisfactory due to insufficient financial support, poor management, inefficient operational mechanism and poor preventive measures. Conclusion There is an urgent need for China to reinforce its medical emergency rescue system. Different models should be taken into account because of the different regional situations in China.
Objective To explore the effects of evidence-based medicine (EBM) course on improvement of information consciousness and information morality for medical students.Methods A total of 288 medical undergraduates and postgraduates, who took EBM as an elective course in Sichuan University, were surveyed with ‘information consciousness and information morality questionnaire’ before and after that course. Results After the EBM course, the number of students surfing the Internet increased by 5%, of which postgraduates increased by 24% with significant differences (Plt;0.05), while their purpose for specialized knowledge increased by 7%; the number of students making plans in advance increased by 7%, and the number of students learning intellectual property and copyright law increased by 7%; the number of postgraduates knowing how to cite articles increased by 12% with significant differences (Plt;0.05); and the number of students not knowing how to get legitimate information decreased by 12% with significant differences (Plt;0.05). Conclusion Evidence-based medicine course is positive for the information consciousness and information morality of medical students.
Objective To investigate the information literacy status of medical students, so as to provide references for further developing information literacy education. Methods A total of 764 medical undergraduates and postgraduates in Sichuan University were investigated by using “information literacy questionnaire”. Results A total of 744 feedbacks among 764 distributed questionnaires were qualified, accounting for 97.4%. Among then, 37.2% students could easily tell the key words for required information, 26.1% students could make a plan before searching information, 25.5% students could choose appropriate databases for searching, 14.7% students could critically appraise the information, and only 12.4% students had received systematic trainings on intellectual property rights and copyrights. Conclusion Most students of West China School of Medicine of Sichuan University possess good information consciousness, but their critical appraisal for information and information morality need to be improved further.