An empirical study on the homogenization of teaching quality under the dispersed clinical internship model based on cognition of medical students

Abstract

Objective Based on the theory of cognitive apprenticeship, to explore the cognitive status of medical students in different types of hospitals in order to provide reference for ensuring and improving the quality of teaching. Methods A total of 251 medical students from grade 2012 who experienced clinical intern practice in 14 hospitals were selected as the research objects, and their training outcomes in teaching hospital was investigated by self-designed questionnaire. Results There was a significant correlation between the internship activities of medical students and their clinical capacity, humanistic quality, communication skill, team spirit and sense of responsibility for patients. Most of the disciplines have run a good implementation of the internship program, but there are significant differences between disciplines (t=-2.083, P=0.040). The implementation of affiliated hospital is better than that of the non-affiliated hospital. There is a positive linear relationship between the effective feedback from teachers and the improvement of students' capacity. Conclusions Under the dispersed pattern clinical internship model, the clinical ability of medical students can also be improved. For different kinds of teaching hospitals, there are homogeneity differences in the clinical intern implementation. The detailed feedbacks and concerns of teachers help medical students to adapt to clinical internship. Medical colleges need to strengthen the practice guidance of non-affiliated hospitals to promote the homogeneity of teaching quality. Key words: Dispersed clinical internship; Cognitive apprenticeship; Medical students; Homogenity; Emiprical study