Objective To investigate the effect of training courses of evidence-based medicine (EBM) on the knowledge, skill, attitude and behavior of medical postgraduates and to explore the barriers to evidence-based practice (EBP), so as to provide knowledge to improve further EBM teaching and EBP. Methods A total of 110 medical postgraduates of Sichuan University who selected EBM courses in the autumn semester of 2004 were given questionnaires that combined both open and closed questions. The KAB (knowledge, attitude and behavior) of EBM and barriers to EBP were compared before and after the training courses. Results Differences were observed in KAB of EBM and barriers to EBP after the training courses, compared to the assessments done before the courses. In “Knowledge”: there was a significant increase in the understanding of specific terms in EBM after the training courses (75% of the items showed a statistically significant improvement). This was especially marked for “absolute risk”, “systematic review”, “meta-analysis” and “publication bias” (Plt;0.01). We also found an improvement in familiarity with medical search engines (Plt;0.05). In “Attitude”: the mean scores for most items (55%) were relatively high both before and after the training courses (gt;4), and a significant improvement was observed in 2 items. These were “Strong evidence is lacking to support most of the interventions I use with my patients” and “EBP needs to take into account patient preferences” (Plt;0.01). The mean scores of 2 items were relatively low both before and after the training courses (lt;3). These were “the adoption of EBP places an reasonable demand on physical therapists” and “EBP does not take into account the limitations of my clinical setting”. Another 2 items had mean scores close to 5: “I need to increase the use of evidence in my daily practice” and “I am interested in learning or improving the skills necessary to incorporate EBP into my practice”. In terms of “Behavior”: the medical postgraduates continued not to think highly of the use of literature after the training courses. About 60% of the postgraduates did not read any literature related to their specialties at all. Although searching of MEDLINE and other electronic databases was relatively frequent (gt;6 times/month: 60.3% before training and 65.7% after training), using professional literature and research findings in the process of clinical decision-making was not equal (gt;6 times/month: 29% before training and 35.1% after training). No significant difference was observed in applying clinical practice guidelines before and after the training courses. As for “Barriers”: the postgraduates considered “poor ability to critically appraise literature” as the most important barrier both before and after the training courses. The second and third most important barriers were different compared to after the training courses. The barrier of “lack of research skills” was larger than that of “lack of information resources” before the training courses, but after that the course, the order of these was reversed. Conclusion The knowledge of medical postgraduates increased significantly after the current training courses of EBM. Some improvement was also found in attitude and behavior. The top three barriers to EBP were “Poor ability to critically appraise literature”, “Lack of information resources”, and “Lack of research skills”
ObjectiveTo investigate scientific research situation of postgraduates in the West China School of Medicine of Sichuan University. MethodsA self-designed questionnaire was used in an investigation concerning scientific research situation among 352 medical postgraduates in the West China Medical School of Sichuan University. Then SPSS 15.1 software was used to analyze the data. ResultsMost experiments, that the postgraduates took, involved multiple technologies, of which, molecular techniques were the most widely-used (reaching 35.5%). Sixty-eight percent students maintained that clinical practice, teaching/learning and scientific research were very important. The most frequently-encountered problem were research design, experimental techniques and methods, the contact with laboratory, and statistical analysis. When encountering the problems, 51.1% postgraduates turned to tutors, and 40.1% dealt with it by themselves. ConclusionIt is suggested that, cultivating scientific research ability and awareness of medical postgraduates should be strengthened, and platforms should be set up for medical postgraduates to carry out research.
ObjectiveTo explore the training mode for improving the innovative scientific research ability of postgraduates of thoracic surgery.MethodsTwenty-two postgraduate students enrolled in the Department of Thoracic Surgery, Ruijin Hospital from September 2016 to June 2019 were targeted for training, and the teachers were 13 doctors in our department. Training methods included grant-based learning, formative learning and translational medical learning. In addition to the postgraduate education provided by the medical school, the training content also included more than 50 lectures about thoracic surgery, including surgical video explanation, perioperative management of thoracic surgery, interpretation of clinical guidelines, and intensive reading of the literature; it also included half-year clinical internship, 100 surgical operations and management of 5 medical beds in ward.ResultsClinical ability of the postgraduates were improved. Six postgraduate students enrolled in 2016 graduated successfully. They published 15 SCI papers and won more than 20 awards.ConclusionCultivating postgraduates of thoracic surgery oriented by innovative scientific research ability is conducive to the comprehensive understanding of thoracic diseases and the ability of innovative translation research.
ObjectiveTo explore the abilities of thesis writing of postgraduate medical freshpeople and their factors, and provide a basis for postgraduate education and course design of thesis writing.MethodsA designed questionnaire was administered to postgraduate medical freshpeople enrolled in West China Medical School of Sichuan University in 2020. The general characteristics, current status of skills or experiences related to thesis writing, and abilities including literature retrieval and reading, statistical analysis, diagramming, research paper writing, and journal selection and submission of the postgraduates were collected in September 2020. Logical regression was conducted to analyze the factors affecting the abilities of thesis writing.ResultsA total of 503 valid questionnaires were collected. Over one half of the graduate students (58.3%) were satisfied with the ability of literature retrieval and reading, with the highest score among the five abilities [median (lower quartile, upper quartile) was 3 (2, 3)]. Less than 20% of the students were satisfied with the remaining four abilities, with the lowest scores in the abilities of diagramming, research paper writing, and journal selection and submission [each median (lower quartile, upper quartile) was 1 (1, 2)]. Research experience and acknowledge of reporting guidelines were independent factors for all abilities related to thesis writing (P<0.05). Proficiency in statistical software was an independent factor for the abilities of data statistical analysis, diagramming, research paper writing, and journal selection and submission (P<0.05). Having published scientific paper was an independent factor for ability of journal selection and submission [odds ratio=4.695, 95% confidence interval (2.166, 10.180), P<0.001].ConclusionsThe postgraduate medical freshpeople of West China Medical School are not satisfied with the ability of statistical analysis, diagramming, paper writing, or journal selection and submission. Attention should be paid to research practice and learning of reporting guidelines, while statistical courses and diagramming courses should be set up expressly.
ObjectiveIn this study, we aimed to investigate the medical postgraduates’ attitudes on scientific misconduct activities to provide support to scientific research integrity education.MethodsWe conducted a cross-sectional survey in 3 medical schools in Sichuan province in September 2020. Medical postgraduates were investigated to report the sociodemographic information and self-attitude on research activities.ResultsOf the 983 students completed, 73.14% were pursuing the master program and 27.9% had published SCI papers. For attitudes on scientific misconduct activities, 0.93% agreed to change negative results picture into positive by software and 5.08% consented to modify data when P value was above 0.05 slightly.ConclusionsThe results of this study show that a small portion of medical postgraduates are still not resolute on academic misconduct. We should further strengthen education and establish the bottom line thinking which cannot be touched by the academic misconduct of medical postgraduates.
Objective To optimize the medical humanities training course in postgraduate medical education. Methods From 2018 to 2020, based on instructional system design (ISD) model of the “analyze-design-exploit-implement-assess” 5 steps, the current situation and existing problems were analyzed through literature review, and the postgraduate trainees’ cognitions and demands for the training course were surveyed. According to the content of the questionnaire, the curriculum was designed and implemented, and the curriculum satisfaction survey was conducted. Results A total of 532 postgraduate trainees participated in the cognitions and demands questionnaire survey, and the postgraduate trainees had high demands for humanistic training courses (88.53%). A total of 827 postgraduate trainees participated in the curriculum satisfaction survey. The trainees’ satisfaction to the training courses was more than 90%. Conclusion The medical humanities training courses based on ISD model get good results, which can provide a useful reference for the curriculum design of medical humanities education in each stage.
In the new era of development, countries in the world have realized the importance of cultivating interdisciplinary and innovative talents, and China is also paying more and more attention to the cultivation of medicine-engineering talents. Compared with the cultivation of single discipline postgraduates, the cultivation of medicine-engineering postgraduates involves effective integration of multiple disciplines, and its cultivation difficulty is greater. At present, China is still in the exploration stage of the medicine-engineering postgraduates training model. Therefore, this article intends to summarize the relatively mature and advanced medicine-engineering postgraduates training models at home and abroad, and extract experiences that are in line with China’s actual development, providing some suggestions for the establishment of postgraduates training systems of medicine-engineering interdisciplinary in China.
The cultivation of clinical medical postgraduates is a way to provide qualified doctors for clinical practice, which is more focused on clinical practice. The cultivation of clinical medical postgraduates depends on their understanding of knowledge. In response to the problems existing in traditional education, the Department of Vascular Surgery, Xuanwu Hospital, Capital Medical University has introduced new media into the cultivation of clinical medical postgraduates. New media can concretize abstract content, which is more conducive to improve learning efficiency. This article combines practical experience to explain the advantages, teaching effectiveness, challenges faced of new media, and how to better apply new media teaching.