Modern medical education faces multiple challenges, and there is a gap between the social needs and the methods of cultivating medical talents. The current undergraduate education in clinical medicine is subject centered, and the traditional model is difficult to cultivate students’ clinical abilities, practical skills, and research thinking effectively. Therefore, West China Hospital/West China School of Medicine of Sichuan University has proposed a new education model of “Four-Early and Three-Entry”, aiming to cultivate students’ professional ethics, clinical abilities, and scientific research innovation abilities through early clinical practice, scientific research participation, and social integration. This article will introduce the practice and preliminary results of the “Four-Early and Three-Entry” model, aiming to provide effective ways to improve the quality of medical undergraduate education and cultivate more comprehensive medical professionals.
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 evaluate the role that problem based learning (PBL) teaching plays in the education of doctors. Methods A total of 240 7-year students who entered the China Medical University in Shenyang in 2004 were divided into two groups: one group used PBL teaching model while the second group used a traditional teaching model. There were 120 students in each group. At the end of the teaching, a questionnaire on PBL teaching model was distributed to the both groups. We organized and classified answers to the questionnaire and conducted statistical analyses. Results Problem based learning is a model for education in which students dominate the course, question the case, look for evidence, participate in the group discussion and reach resolution. This emphasizes the process of learning and the training of student abilities, instead of the teaching of knowledge only. PBL is more effective at meeting the requirements of the global minimum essential requirements in medical education (GMER). Conclusions PBL teaching plays an important role in the training of doctors
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.
Objectives To train postgraduate medical students the ability of effectively using network resources and independently studying, and to explore new model of clinical liver cancer teaching. Methods The teaching model of problembased learning (PBL) to clinical liver cancer teaching was applied. Results The teaching model of PBL changed graduate student the status of passive acceptance to active participation. The teaching process was full of livingness, and the teaching quality was improved.Conclusion The teaching model of PBL can break through the limitations of passive acceptance of book knowledge in traditional teaching model and improve the ability to handle the comprehensive clinical knowledge of liver cancer, which provides a new model to the teaching of liver cancer to graduate medical students in clinic.
We analysed the profiles of teaching practice in clinical diagnostics for international students in recent three years in West China School of Medicine, Sichuan University. Teaching experiences and characteristics were summarized through the following five aspects:pre-service training for all teachers, textbook selection and lesson plan formulation, teaching style and problem-based learning, as well as teaching feedback. We aimed to improve the quality of medical education for international students. Our teaching practice can offer better clinical skills and correct clinical analysis ability for international students in West China School of Medicine, which should be a great help for their further career development.
Clinical practice is very important in clinical pharmacology education. However, there are some deficiencies in this field in China. Clinical trial institutions in China are medical institutions that are qualified to undertake drug clinical trials. There are hardware and software for clinical pharmacology practice, and high-quality teaching personnel with medical, teaching, and scientific research backgrounds in the clinical trial institutions, which can be used as clinical pharmacology teaching practice bases. Therefore, this article discusses the practice of clinical pharmacology teaching reform using clinical trial institutions as a practical platform, and aims to put forward teaching reform ideas that combining students’ clinical pharmacology research practice on the basis of theoretical teaching.