Objective To investigate the students’ satisfaction on teaching content, teaching staff, organizations etc. of the evidence-based medical postgraduate summer school, so as to provide references for further effective training. Methods A self-made questionnaire with cluster sampling was used to investigate the regular students who had participated in the whole course of the evidence-based medical postgraduate summer school, and the feedbacks were analyzed. Results The total number of the questionnaires was 112 and the number of the effective questionnaires was 101; the effective recovery rate was 90.2%. The students were from 32 universities and medical institutions involving 36 disciplines in 26 provinces. A total of 93.1% of the students were satisfied with the general training organization and management, but the satisfaction rates of the class environment and the time arrangement were only 51.5% and 58.4%, respectively. The satisfaction rates of the whole course setting and the teaching materials were 84.2% and 90.1%, respectively. The satisfaction rate of the teaching content of “the progress of the evidence-based medicine” was up to 93.0%. Over 93.1% of the students believed that the teachers were great in teaching skills, but only 73.3% of the students thought that the interaction between teachers and students was plenty. Conclusion This summer school has active students, a great effect and a high overall satisfaction rate. The summer school is beneficial to the cultivation of innovative postgraduates, construction of excellent teaching teams, development of evidence-based medicine discipline and building of The Network Center for Evidence-Based Medicine Education. The satisfaction rate of the summer school training can get promoted by increasing schooling investments, appropriately prolonging training time, setting different subjects in different semesters and enhancing the teaching interaction.
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.
Objective To investigate the cognitive attitudes of evidence-based medicine (EBM) and barriers to applying EBM in clinical practice in medical postgraduates. Methods One thousand and one hundred and thirtyseven medical postgraduates selecting the EBM courses were surveyed by questionnaires.SPSS11.5 software was used for statistical analysis. Results Medical postgraduates acquired the knowledge of EBM through classroom and seminar. Medical postgraduates though that EBM could guide clinical research and improve operational lever and sever patient. More and more postgraduates will to take part in relevant training of EBM. The barriers to using EBM in clinical practice included lack of EBM knowledge, searching and accessing evidence, having influences from clinical experience and authorities, uncertainties about the effectiveness of evidence. Conclusions EBM education has transformed from dissemination and popularization stage to application stage. We should strengthen the training of clinical evidence-based practice.by evidence-based medical education.
Objective To provide a reference for the best evidence-based medicine (EBM) education modelby retrospective analysis and summary the EBM education model of the EBM center of Lanzhou University for medicalpostgraduates. Methods To utilize students’ spare time we changed the traditional teaching method, and instead used problem based learning and academic discussions to teach postgraduates how to design and apply research. Results Sixtytwo postgraduates were trained and completed 73 research papers and registered 33 Cochrane systematic reviews. Twentythree papers were published in foreign journals (SCI) as first authors, 34 papers were published in domestic journals. Five students received awards in the academic conference of Lanzhou University. Conclusion Medical students will benefit from taking part in EBM research. This education model will help them not only understand the methods of clinical research and EBM and improve the quality of their research and their cooperative skills, but also master related clinical knowledge.
Objective To further understand the specialist/resident trainees’ requirements for postgraduate medical education so as to provide a foundation for selecting the best faculty and improving the faculty’s ability and to promote the specialist/resident doctors training project. Methods To investigate the 244 specialist/resident trainees by giving out a modified questionnaire. Factor analysis and variance analysis were done by using SPSS 11.5. Results There were 260 questionnaires given and 260 received. There were 244 effectual questionnaires. Analysis results were in the following: The specialist/resident trainees’ faculty members were able to “synthesize, manage information, adapt to society and the medical environment, perform scientific research, work as team members, innovate, and self-improve” (Pgt;0.05). The importance of “occupational attitude and work style” was higher in Sichuan Provincial People’s Hospital than in West China Hospital of Sichuan University (P=0.03); There were differences between the trainees at different ages on demands to “occupational attitude and work style” (P=0.04); There were differences between the entrants in different years on demands for “information management and scientific research” (P=0.03); There were differences between the trainees of different education degrees on demands related to “adaptation to society and medical environment change” and “team work, innovation. and self-improvement” (P=0.04). Conclusion To meet the trainees’ demands and promote the specialist/resident doctors training project, the faculty should continuously improve their abilities.
Objective To investigate the use of evidence-based medicine (EBM) and barriers to applying EBM in clinical practice in medical postgraduates. Methods Three hundred and sixty-five first and second-year medical postgraduates selecting the EBM courses were included. All the students were surveyed by questionnaires. Result The response rate to the survey was 100%. About half of the students read 1~5 professional articles per month before postgraduate study. Fifty-six percent of the students used professional literature and research findings when making clinical decisions. Fifty-seven point three percent used electronic databases to search for practice-relevant literature before postgraduate study. Sixty-one point four percent found it difficult to obtain relevant clinical guidelines and 68.5% never applied relevant clinical guidelines in clinical decision-making. The barriers to using EBM in clinical practice included difficulties in searching and accessing full text of potentially relevant articles, lack of EBM knowledge, influences from clinical experience and authorities, uncertainties about the quality of evidence and time-consuming. Conclusion EBM clinical practice and EBM medical education has transformed from dissemination and popularization stage to skill acquisition stage.
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" .
ObjectivesTo investigate the occupational stress and career burnout of postgraduates in professional degree of clinical medicine.Methods70% of postgraduates with professional degree of clinical medicine from grade 2016 to 2018 in West China Hospital of Sichuan University were sampled. The individual characteristics and occupational stress were investigated by a questionnaire, and Maslach Burnout Inventory (MBI) was used to investigate the individual career burnout. ResultsA total of 600 questionnaires were distributed and 520 valid questionnaires were retrieved, with an effective rate of 86.7%. According to the stress results, 17.5% of the students were under severe stress, 44.81% were under moderate stress, and only 1.54% were without stress. Regarding the sources of stress, 63.46% were originated from scientific research while 27.88% were originated from clinical practice. For burnout, the mean score of MBI was 40.56 with 15.00 standard deviation suggesting most of the students were in good working condition. However, a small number of students had career burnout to a certain degree and required adjustment. ConclusionsPostgraduates in professional degree of clinical medicine face the dual pressure of scientific research and clinical work. Improving the existing medical master's training system, relieving postgraduates’ stress, maintaining postgraduates’ physical and mental health are necessary and urgent. In light of this, the teaching quality of postgraduates in professional degree of clinical medicine may require improvement.
ObjectiveTo investigate changes of the psychological heath condition of postgraduates in professional degree (PPD) of clinical medicine under "clinical-practical and medical-educational combination" training mode.MethodsA cluster sampling method was adopted for 101 PPDs and 120 postgraduates in academic degree (PAD) of clinical medicine in grade 2015 of our university. The psychological health condition was evaluated using online questionnaires at the time of enrollment in 2015 and prior to graduation in 2018.ResultsA total of 82 valid questionnaires in PPD group and 96 valid questionnaires in PAD group were collected in 2018. Compared with 2015, the scores of K6 for assessing psychological distress within 1 month, PHQ-9 for the depression module and the PHQ-15 for assessing somatic symptoms within 1 month decreased in 2018 (P<0.05), while the scores of sleep time in Pittsburgh Sleep Index Questionnaire increased in 2018 (P<0.05). The scores of K6 and PHQ-15 within 12 months in the group with excellent academic achievement prior to graduation were higher than those in the other three groups (P<0.05), and the hypnotic scores of the group with poor academic achievement were higher than those of the other three groups (P<0.05).ConclusionsThe emotion, somatic symptoms and psychological feelings of PDDs and PADs are superior than those at the time of admission, and the ability of psychological stress adjustment gradually matured and improved. However, the pressures faced by PPDs and PADs may originate from different aspects, and the "clinical-practical and medical-educational combination" training mode has not included more pressure on the PPDs. Graduates with excellent academic achievements are under significant pressure. However, the ability to adjust is strong, and the physiological health condition of graduate with inferior academic achievements may require more attention from educators.
Rehabilitation engineering is an important branch of rehabilitation medicine. Relying on combination of medical and engineering research projects to carry out the cultivation of rehabilitation medicine-engineering interdisciplinary postgraduates of medical engineering is an important way to train high-quality composite innovative talents. This article introduces the medicine-engineering interdisciplinary innovative training model of rehabilitation engineering medical workers piloted by the Department of Rehabilitation Medicine of Xinhua Hospital Affiliated to Shanghai Jiao Tong University School of Medicine and the Research Institute of Rehabilitation Engineering and Technology of University of Shanghai for Science and Technology. By clarifying the objectives of medicine-engineering interdisciplinary postgraduates training, strengthening the construction of mentor teams, establishing multi-disciplinary postgraduates courses, improving teaching arrangements and apprenticeship plans, and encouraging the exchange of postgraduates with different research backgrounds, this training mode cultivates postgraduates to be guided by clinical problems in rehabilitation medicine to expand scientific research and research ideas, pomotes the transformation of research achievements and their application in clinical practice, and cultivates compound-type rehabilitation engineering research talents with post competence. The purpose is to provide a reference for the training of future composite rehabilitation engineering research talents.