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.
Objective To find the best teaching method of summer EBM course to help students understand and apply EBM principles in research. Methods Training medical students to participate in an international team of clinical research for best evidence. We used a step-by-step method to teach how to write Cochrane systematic review and apply its method to other researches. Results Since our training program was launched three years ago, 38 medical students have taken part in the training. Five Cochrane systematic reviews and 19 protocols were published in The Cochrane L ibrary. Three medical students were the principal investigators and played an important role in another 2 studies. Seven articles were published in Chinese medical key journals, and 1 was indexed by SCI. Eleven students were funded to participate in the international academic conferences.Conclusions Medical students will benefit from taking part in the EBM research. This activity will help them not only understand method of clinical research and EBM , improve the quality of research and their cooperative skills but also master related clinical knowledge.
Objective To explore the mental health status and influencing factors of clinical medical students pursuing a professional master’s degree under the “dual-track integration” training systems. Methods Clinical medical students pursuing a professional master’s degree who underwent residency standardized training in 123 hospitals from different areas of China were selected as the research objects from May 28th to June 4th, 2024, and the mental health and stress were investigated by questionnaire. Results A total of 1195 clinical medical students pursuing a professional master’s degree were included. Symptom Checklist-90 analysis showed that 582 (48.7%) master students had mental health problems. The two-group students (with and without psychological problems) had statistical differences in exercise frequency, sleep quality, extent of staying up late, interpersonal communication, and average number of night shifts per month (P<0.001). The subjective scores of interpersonal pressure, economic pressure, love and marriage pressure, schoolwork pressure, scientific research pressure, clinical work pressure, entering higher education pressure and employment pressure, and the proportion of graduating from 985/211 university of the master students with psychological problems were significantly higher than those of the master students without psychological problems (P<0.001). Logistic regression analysis showed that poor sleep quality [odds ratio (OR)=1.626, 95% confidence interval (CI) (1.085, 2.438), P=0.019], 985/211 university degree [OR=1.448, 95%CI (1.097, 1.910), P=0.009], interpersonal pressure [OR=1.194, 95%CI (1.121, 1.272), P<0.001], love and marriage pressure [OR=1.067, 95%CI (1.014, 1.122), P=0.012] and entering higher education pressure [OR=1.110, 95%CI (1.055, 1.167), P<0.001] were independent risk factors, while the male sex [OR=0.621, 95%CI (0.472, 0.817), P=0.001] were protective factor for psychological problems of these medical students. Conclusions Under the “dual-track integration” training systems, the clinical medical students pursuing a professional master’s degree have a higher prevalence of psychological problems, especially the females and the 985/211 bachelor’s degree scholars. It is important to improve sleep quality, strengthen interpersonal interaction and reduce pressure load to improve the mental health level of these clinical medical students.
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.