Objective To investigate the problems and needs of teachers and international bachelor of medicine and bachelor of surgery (MBBS) students in the online clerkship since the outbreak of coronavirus disease 2019. Methods In May 2020, questionnaires, telephone communication and face-to-face interviews were conducted among 85 international MBBS students and clinical teachers of 10 related departments in West China Hospital, Sichuan University. Teachers and students perceptions towards online clerkship were collected from five aspects including department orientation, attendance, teaching plan, assignment & assessment, and overall evaluation. Results Four departments and 43 students (50.6%) thought that online clerkship increased time input, while 3 departments thought that students’ enthusiasm decreased significantly compared to ordinary clerkship. Six departments reported that students’ compliance was poor; 58 students (68.2%) reported that they could not experience the real clinical environment. All departments reported difficulties in completing procedures and skills, and believed the teaching objectives were only partially achieved; 78 students (91.8%) thought that the effect of online clerkship met with their expectations; 16 students (18.8%) were very satisfied, and 59 students (69.4%) were satisfied. The majority of students believed that the advantages of online clerkship were that they had more time to prepare for their licensing examination [66 students (77.6%)] and could ask questions online at any time [48 students (56.5%)]. Conclusions There are both pros and cons in the online clerkship. It has put forward higher requirements for the efficiency and accuracy of English communication between teachers and students, and for the self-restraint and discipline of students. Under the current global epidemic situation, we should make full use of the information technology to constantly strengthen the practical education.
Health insurance system has been proved to be an effective way to promote the quality of health service in many countries. However, how to control health expenditure under health insurance system remains a problem to be resolved. Some developed countries like UK, Canada and Sweden linked their health technology assessment results with decision making and health insurance management, and made prominent achievements in both expenditure control and quality improvement. China is carrying out its health system reform and running a new health insurance project. Using the experiences of other countries is undoubtedly of great importance in developing and managing our health insurance system.
Objectives To establish a course evaluation model for overseas medical students in West China Medical School of Sichuan University, to identify problems in teaching and to solve problems based on evidence so as to futher improve the quality of teaching. Methods We conducted a preliminary course evaluation to determine the limitations of our evaluation methods and to convey our intention to related stakeholders. Firstly, we identified problems in teaching according to the feedback from our students using a questionnaire. Secondly, we proposed an initial list of possible solutions to these problems based on evidence from literature searching and discussion within the Department of Teaching Affairs. We submitted the initial list to the administrative departments, teaching departments (teachers) and students to identify applicable solutions through two rounds of formal consensus. Their attitudes to this procedure of evaluation and decision-making were collected. Finally, incentives were given out by administrative departments and teaching departments to facilitate the implementation of applicable solutions. Results Teachers’ English ability and the didactic teaching methods were the most concerned problems. In addition, some semesters and courses were not well arranged and there was not enough practice time. An initial list of 14 items was submitted to teaching departments and students. They all agreed with the procedure of evaluation and decision-making. We also found that some aspects of the evaluation methods and styles need to be improved. An additional paper would report further results. Conclusion This preliminary evaluation was helpful for improving teaching and formal evaluation in the future. We need to strengthen the English language skills of younger faculty and gradually adopt a model of student-centered and enquiry-based teaching. This process of evaluation and improvement should be applied as a long-term policy and an evidence-based research group should be established to work together with our quality assurance unit.
To cultivated competent clinicians with the potential to be future pillars and leaders is the educational objective of an 8-year medical program at the West China School of Medicine, Sichuan University. Problem-based learning (PBL) is more effective than traditional, passive, didactic teaching in training of communication skills, information management and critical thinking and research. These are included in the Global Minimum Essential Requirements in Medical Education (GMER). We introduce our practice of PBL as a separate course for the 8-year medical program, including its design, preparation, implementation and evaluation. We discuss why it is designed as a separate course and implemented in multiple semesters with fewer cases in each semester. The move from giving a fish to people to teaching people how to fish, and from teacher-centered to student-centered teaching is a radical transformation of educational concepts and the traditional teaching-and-learning model. Such a change cannot happen in a single step and we hope that this model PBL course, focusing on training in methods and skills, will facilitate the concept transformation and the involvement of all our teachers and students. This should help our teaching to evolve continuously, develop a system for evaluating PBL and lead to the gradual incorporation of PBL into our discipline-based courses or organ system-based courses.
【摘要】为顺应留学生教育规模的扩大和教学质量的稳步提升，通过几年的留学生教学实践和探索，立足留学生临床专业教育培养目标，强化课程设置、师资培养、教材建设、教学手段、教学管理等多个教学环节的建设和推进，确保留学生临床医学课程教学质量的提高和可持续发展。【Abstract】To explore a better way to improve the quality of the clinical medical teaching for foreign students in China along with the expansion of the enrollment of international medical students, some experience are summarized, which include the establishment of the international education aim, the organization of courses, training of the teachers, the selection and reinforcement of teaching material, the enrichment of teaching methods and the strengthening of teaching management.
In the context of collaboration between healthcare and education systems, in order to promote competency-oriented medical education reform and improve the clinical capabilities of medical students at all levels, it is urgent to enhance the organizational guarantee to establish a stable teaching team in university-affiliated hospitals. As the National Clinical Teaching and Training Demonstration Center, West China School of Medicine / West China Hospital of Sichuan University has taken the lead to explore the building of a full-time teaching team for clinical practice teaching, innovating and implementing the system of “Full-time Practice Teaching Post”. This innovative measure ensures the whole-process management, teaching, and assessment of medical students, strengthens teacher training and top-level design of teaching and research, improves the incentive mechanism for teachers, applies multiple teaching resources and novel teaching methods, and finally improves the quality and culture of clinical practice teaching.
At present, Chinese hospitals widely use a single qualified talent evaluation system. This talent evaluation system has certain limitations. Therefore, based on the long-term demand of research-oriented hospitals for talent team construction, and the limitations of the existing talent evaluation system, this article preliminarily discusses the integrated mode of talent evaluation for research-oriented hospital with integral, qualitative and whole person evaluation based on the Gestalt theory. This model contributes to comprehensively and authentically reflecting the contributions and influences of the evaluated individuals in terms of their professional level, comprehensive abilities, and moral character in research-oriented hospitals. Moreover, it is necessary to fully integrate artificial intelligence and 5G information technology to explore and integrate various evaluation methods into a comprehensive evaluation system for talents in research-oriented hospitals that combines scientific evaluation weights, realizing intelligent, visual, refined, and scientific integrated evaluation.
Objective To investigate and assess the current status of communication between medical students and old patients so as to improve the communication skills of medical students. Methods A total of 90 medical students were surveyed by a questionnaire. Data analysis was performed with SPSS 13.0 software. Results Medical students have recognized the importance of communication with patients, but they rarely had active communication behaviors. In addition, their knowledge of communication skills was utterly inadequate. Conclusion It is necessary to strengthen the training of communication skills among medical students.
目的 系统评价单独应用齐多夫定（zidovudine，ZDV）阻断HIV母婴传播的有效性和安全性。方法 采用Cochrane系统评价方法，计算机检索Cochrane图书馆（2007第1期）、PubMed、EMbase、CINAHL、AIDSearch、AIDSLINE、AIDSTRIALS、AIDSDRUGS、AIDSinfo、CRD（center of review and dissemination）、CBMdisc，VIP和CNKI等数据库，以及全球或地区性AIDS相关的会议论文集、政府或非政府组织的相关文件等，检索日期截至2007年4月30日，全面收集全球抗艾滋病病毒药物预防HIV母婴传播的随机对照试验。由两名评价员独立筛查文献、评价质量和提取资料，然后交叉核对，若遇分歧则征求第三方意见讨论解决。使用RevMan软件进行Meta分析。结果 共纳入8个RCT，包括24篇全文和13篇摘要，其方法学质量的Jadad评分≥3分。Meta分析显示：① ZDV与安慰剂比较共纳入4个RCTs（2385例），无论长短疗程、母乳或非母乳喂养人群，ZDV预防HIV母婴传播的效果均优于安慰剂组，降低HIV母婴传播风险43%～50%，且两组死产率、婴儿死亡率、母亲死亡率、早产、低体重儿、出生缺陷、母婴不良反应发生率和母亲产前、产时和产后并发症发生率差异均无统计学意义（Pgt;0.05）。② 1个大样本RCT（1437例）比较了ZDV不同疗程的效果，结果显示ZDV“长–长疗程”（从孕28周开始到产后6周）比“短–短疗程”（从孕35周开始到分娩后3天）降低HIV母婴传播风险61%［RR=0.39，95%CI（0.19，0.82）］。长–长疗程与长–短疗程（从孕28周开始到产后3天）及短-长疗程（从孕35周开始到产后6周）比较，其预防HIV母婴传播的效果差异均无统计学意义（P gt;0.05）。各组死产、新生儿死亡、1年内婴儿死亡、母亲死亡、早产、低体重儿、出生缺陷、母婴不良反应发生率相似（Pgt;0.05）。③ 1个大样本RCT（1 200例）显示：人工喂养+短程ZDV预防HIV母婴传播的效果优于母乳喂养+长程ZDV，可降低婴儿HIV感染风险的35%～39%，但提高了婴儿7个月时的死亡率（9.3% vs 4.9%；P=0.003）；两组婴儿早产率、低体重儿出生率、出生缺陷率、不良反应发生率相似（Pgt;0.05）。④ 2个直接比较短程或超短程ZDV与单剂量奈韦拉平（Nevirapine，NVP）预防HIV母婴传播效果的RCT（702例）显示，NVP可降低HIV母婴传播风险的44%～48%，两组死产、6月内婴儿死亡、母亲死亡、低体重儿、母婴不良反应发生率相似（Pgt;0.05）。结论 无论长短疗程、母乳或非母乳喂养人群，ZDV预防HIV母婴传播的效果均优于安慰剂，且其妊娠结局和不良反应发生情况相似。ZDV“长–长疗程”比“短–短疗程”预防HIV母婴传播效果更好，但长–长疗程与长–短疗程、短–长疗程预防HIV母婴传播的效果相似；各组安全性相似。人工喂养+短程ZDV预防HIV母婴传播的效果优于母乳喂养+长程ZDV，但提高了婴儿7个月时的死亡率。单剂量NVP预防HIV母婴传播效果优于短程和超短程ZDV，且安全性相似。