Objective To analyze the challenges and growth of the clinical medicine undergraduates who participated in the China Scholarship Council funded international research exchange program, to provide a basis for the policy formulation and management of the follow-up projects. MethodsClinical medicine undergraduates from West China School of Medicine, Sichuan University who participated in the China Scholarship Council funded international research exchange program from 2013 to 2019 were selected. The survey was conducted using a self-designed questionnaire. Results A total of 64 clinical medicine undergraduates were surveyed. The laboratory safety training rates in the United States, Canada, and China were 100.00% (34/34), 100.00% (30/30), and 70.31% (45/64), respectively. The laboratory technical training rates were 97.06% (33/34), 90% (27/30), and 43.75% (28/64), respectively. During the experimental process, clinical medicine undergraduates from the United States [94.12% (32/34)], Canada [93.33% (28/30)], and China [65.63% (42/64)] would seek assistance from relevant personnel. The difficulty (H=47.798, P<0.001) and convenience (H=30.135, P<0.001) of booking laboratory instruments and equipment vary among the three countries. There were no statistically significant difference in the frequency, form, and research direction sources of guidance from mentors (P＞0.05). Majority of students thought the experience was helpful for scientific research thinking (59 people) and experimental skills (52 people), with 23 people obtained research output. Despite encountering challenges in study (11 people), life (8 people), language (14 people), and culture (11 people), the experience had positive impact on hobbies (35 people), independent living ability (55 people), and self-confidence (41 people). The students also had developed an international perspective (61 people), improved English ability (59 people), and progressed self-learning ability (57 people). Conclusions By participating in international research exchange programs, undergraduates can enhance their comprehensive research ability. Although there may be problems and challenges during the adaptation process, it also brings growth and self-confidence at the same time.
The construction of high-level talent teams is the core of building up high-level universities and hospitals, and it is an important reference index for the ranking of universities and academic disciplines. The first-class medical talent teams is an essential requirement for comprehensive hospitals to be ranked as "Double First-Class". Based on the practice of construction of high-level medical talents in West China Hospital of Sichuan University, this paper introduces the optimal appoaches in this regard.
A new human resource management system in West China Hospital of Sichuan University has been constructed to inspire work enthusiasm and innovation of the front-line medical staffs, strengthen the cohesion of the hospital, better service for patients, and promote high-quality development of the hospital. This paper introduced it and provided references for related researches.
Objective To summarize the experience with median sternotomy ascending-descending thoracic aortic bypass grafting via median sternotomy for the treatment of complex coarctation of aorta (COA), and to present the intermediate to long-term follow-up outcomes. Methods A retrospective analysis was performed on patients with complex COA who underwent ascending-descending thoracic aortic bypass grafting through a median sternotomy in the First Hospital of Tsinghua University from August 2004 to May 2017. ResultsA total of 7 children were enrolled, including 4 males and 3 females, with an average age of (13.3±4.6) years and an average weight of (40.2±12.2) kg. Six (85.7%) patients had hypertension in the upper limbs. Among them four patients had coarctation associated with intracardiac anomalies, two with recurrent coarctation post-surgery, and one with both recurrent coarctation and intracardiac anomalies. All surgeries were performed under cardiopulmonary bypass, with no operative mortality or severe complications. The systolic pressure gradient between the upper and lower extremities decreased significantly from preoperative (51.4±13.5) mm Hg to postoperative (2.9±2.7) mm Hg (P<0.01). During a follow-up period of (14.9±5.9) years (ranging from 7 to 19 years), there were no late deaths or graft-related complications. Except for one patient who continued to have mild hypertension, the blood pressure of all other patients returned to normal. Conclusion The ascending-descending thoracic aortic bypass grafting via median sternotomy for complex COA is a safe and reliable procedure that effectively reduces upper limb blood pressure and the pressure difference between the upper and lower extremities. It has a low rate of complications and satisfactory intermediate to long-term outcomes.
ObjectiveTo investigate the basic situation of existing medical English teaching methods and objects, develop medical English course content and teaching methods, and evaluate teaching effectiveness. Methods The existing medical English teaching methods were summarized based on literature retrieval, and both the basic level of medical students and data related to teaching effectiveness were collected by questionnaire surveys. Results Medical English teaching could be optimized by adjusting the content of medical English teaching, increasing the proportion of English teaching, and emphasizing the application of emerging electronic products in extracurricular English learning. Teaching methods could adopt various forms such as flipped classrooms. A questionnaire survey showed that most of the students (64.94%) were not satisfied with their current English level. These students fully recognized the importance of medical English. Based on the above results, medical English courses were offered in two semesters. This course adopts theoretical lectures, small-class teaching and other teaching methods. Scenario simulation and flipped classroom were also used. Conclusion Medical English courses should include medical vocabulary, clinical medical English, vocational medical English and academic medical English. Flipped classroom and other teaching methods should be flexibly applied.