Historical Development of the Undergraduate Educational Model at BIT from the Perspective of Suzhi Education

With the improvement of living standards and increasing aesthetic demands, the need for highly skilled orthodontic professionals is on the rise. China is continuously improving its medical education models to cultivate excellent orthodontic physicians. This study systematically reviews the current status of orthodontic medical education and physician training models in China, America and European countries, reveals core differences through multidimensional comparisons and proposes optimised pathways for reform in China while exploring goals and directions for deepening educational innovation. This paper searched databases such as PubMed, Web of Science and the official websites of representative dental schools in various countries. The article summarises and compares the orthodontic education models in China and other countries, from the aspects of educational systems, degree conferment, curriculum design and clinical practice and so on. At present, the training of orthodontic specialists in China is mainly after undergraduate education. There are many similarities between China and the United States and Europe in terms of orthodontics. The educational system can be roughly divided into the basic oral medicine and the orthodontic professional education stage. However, there are differences in the specific study period and the curriculum arrangement of each stage. The education model system for Chinese orthodontic specialists has advantages such as systematisation, standardisation and interdisciplinary joint training. However, compared to America and European countries, there is still a gap, with problems such as a lack of general education and medical humanities courses, insufficient scientific research training and so on. We propose possible solutions to address the existing shortcomings and further improve the clinical and scientific research level of Chinese orthodontists.

[Purpose] The purpose of this study is to explore the modification of the university model in three post-colonial institutions—the University of Hong Kong, the National University of Singapore, and the University of Melbourne—which share the legacy of the British undergraduate education model that emphasizes specialization in specific majors. This study aims to analyze the background and content of the recent undergraduate education reforms undertaken by these universities and to investigate the similarities and differences in their processes of transformation. [Methods] This study applied a multi-case analysis and compared commonalities and differences between case universities by analyzing various literature data (prior studies, research reports, media articles, university websites, and official documents. [Results] Common drivers for undergraduate education reform include global higher education norms that emphasize competence-based education to enhance graduate employability and bolster internationalization strategies. Consequently, all case universities reinforced the general education component and increased flexibility in curriculum structure, moving away from the British legacy of specialization in specific disciplines. However, the specific drivers and content of the reforms varied depending on the institutional context, resulting in each case university developing distinct formats of undergraduate education models. [Conclusion] The results of this study revealed that, although the case universities incorporated various components from the US education model, these borrowing practices did not necessarily result in homogeneity among the three institutions. Furthermore, the study identified a hybridity in the university education models of some case universities, which selectively integrated educational models from various regions during the process of undergraduate education reform. Based on these findings, theoretical and policy implications were presented.

Northern Ontario School of Medicine

This toolkit brings together those with first-hand experience of designing, delivering, evaluating and participating in a Longitudinal Integrated Clerkship (LIC) within a UK Higher Education Institution and those working closely on programmes focussing on Health Education England (HEE)'s and NHS England's national priorities. In August 2022, a collaborative workshop was held for students and tutors participating in a London-based LIC in 2021–2022, faculty with prior experience in running LICs, and HEE representatives. The aim of the workshop was to co-produce a toolkit to guide undergraduate institutions, who may wish to introduce an LIC within their medical school curriculum that aligns to these national priorities. Although this toolkit primarily focuses on a UK audience, we anticipate that other health systems facing a need for similar educational reform may also find use for this toolkit. The NHS Long Term Plan,1 the HEE Future Doctor Report2 and The Enhance Programme3 have outlined key national priorities for the future of health and social care (Figure 1), including how we can train our workforce to deliver these aims. These priorities include embedding generalist skills in early career doctors, so they can better provide person-centred care in the context of complex multi-morbidity, while considering the impact of deep-rooted health inequity and social determinants of health. They can better provide person-centred care in the context of complex multi-morbidity, while considering the impact of deep-rooted health inequity and social determinants of health. This toolkit has been written for medical schools but may also be beneficial for other undergraduate and postgraduate health educators, who are considering setting up longitudinal educational programmes to meet their local and national health and workforce priorities. This document may also enable health and social care providers and third sector organisations, who are partnering up to support educational programmes, to better understand how longitudinal courses may benefit their health priorities. Currently, undergraduate and postgraduate training is fragmented in its provision of educational supervision and patient care. The lack of continuity of relationships with patients, supervisors and peers, can make it harder to effectively address the increasing complexity of multi-morbidity at an individual and population level. Because this fragmentation continues in the educational experience of postgraduates, it has a domino effect on undergraduates placed within those fragmented clinical settings—it becomes easy to see how this cyclical lack of continuity could perpetuate workforce burnout and poor retention.4, 5 This cyclical lack of continuity could perpetuate workforce burnout and poor retention. There is also a need for the future workforce to better understand the effects of health inequity, both at an individual and community level. It is well-recognised that certain groups of patients have poorer health outcomes than others.6 However, a deeper understanding of local population health priorities is difficult to achieve within our current, fragmented teaching and training programmes and instead requires being embedded into a community over a period of time. A deeper understanding of local population health priorities is difficult to achieve within our current, fragmented teaching and training programmes and instead requires being embedded into a community over a period of time. LICs (Figure 2) are an ideal educational model to address the issues of fragmentation of the student experience, and the need for students to have a better grasp of local population health. LICs place a greater emphasis on continuity for students and patients,7 greater responsibility for patient care, with more rewarding outcomes for students/trainees, and their patients and communities.8 Furthermore, many of the LICs in the United Kingdom are based in primary care,9 which provides a fertile ground for students to develop meaningful longitudinal patient relationships, and allows students to be embedded within a local community. The discussions within our workshop were informed by the existing literature on LICs which provides an international lens on how to develop LICs, what benefit they can provide, and their pitfalls.10-12 This toolkit builds on this literature with our lived experience within a UK health care and higher education environment, and aims to re-frame the importance of LICs as an educational model that better aligns to new integrated care priorities in the United Kingdom. For consistency in this toolkit, we use the term 'Longitudinal Integrated Clerkship' as it is most commonly known within the literature. However, there is debate about whether this term is relevant to the UK context and whether a more general term such as 'longitudinal placement' would better capture what currently exists and is achievable within the UK landscape.13 Design & Development of an LIC Evaluation and Research of an LIC To ensure an LIC that is sustainable, it is important to identify and consult with key stakeholders from the outset. Consideration of your institution's culture will also be important to ensure the success of an LIC, particularly with regard to the assessment process and how the LIC will be perceived within the hidden curriculum.14 A co-created mission statement for your LIC can help to ensure that all stakeholders are on the same trajectory. The overarching aim of your LIC is likely to depend on your local context. For example, in your local area, a main driver may be the need to address workforce recruitment and retention. Alternatively, addressing health inequity within underserved communities in the local area may be your main driver. When considering learning outcomes for your LIC, these can be considered under the headings of educational and health outcomes to ensure mutual benefit for those served by health systems and educational institutions. Similarly to a programme's mission statement, LIC outcomes are best defined with input from educational, health and community stakeholders. Investment at this stage from all stakeholders will be important as there may be conflicting priorities that will need to be worked through. Educational outcomes should align with the broader priorities and values of your institution, as well as national priorities, such as the Medical Licencing Assessment and those from HEE. Creation of a curriculum blueprint will be useful at this stage. Health outcomes would consider NHS policy documents (such as the Five Year Forward view), as well as local policies relevant to health context. The success of an LIC will depend on how the principles of the longitudinal model are adapted to fit with existing educational and service delivery models in your institution and local area. While there are existing frameworks of what an LIC might look like, these are based on the international literature, and local context should be considered for the successful delivery of an LIC. For example, from current literature, an LIC should be long enough for students to establish meaningful relationships, and Worley et al. suggest that an appropriate length of time should be from 6 to 12 months.15 We would suggest the length of time should be conducive to students having repeated encounters with the same patients, educators and peers to maximise relationships. There is no formal consensus on how 'repeated encounters' should be defined but the aim is for students to experience patient care over time in different settings with different health care practitioners. Facilitating sustained patient–student partnerships across the course of an LIC lies at the heart of this educational model. It is through these partnerships that mutual benefit can be garnered. The aim is for students to experience patient care over time in different settings with different health care practitioners. Table 1 outlines some important factors to consider during the design of your LIC. Consider the overarching outcomes of your LIC. Use this to decide what stage of medical school it is best delivered in. Early years E.g., Key LIC outcome = deeper understanding of the health inequity and preventative care for your population. You may wish to introduce these foundational concepts via an LIC at an early stage of clinical training, when there may be more curriculum space to dedicate to these concepts, and students are establishing their values around health equity. Later years E.g., Key LIC outcome = enhancing preparation for practice in line with national priorities In this case, the LIC may be better suited for those who are about to graduate New medical schools or those undergoing curriculum review may wish to implement an LIC for an entire cohort Medical schools with an established curriculum could pilot an LIC with a small group of students, with a phased roll-out in future years, allowing for improvements in your model if you fully roll out. Or there are many LICs that are small cohort student-selected programmes. If do you choose to run a pilot LIC, consider how you will advertise and recruit prospective students. The format of an LIC can vary internationally. Within the United Kingdom, LIC structure can range from a full time LIC to 1 day a week. Also consider the balance between Consider if your original LIC outcomes can be achieved in your chosen format and whether you can evaluate and assess these outcomes (see below for evaluation and assessment) within the constraints of your given structure. LICs can take place in a variety of settings with one setting usually acting as the main base for student learning Adequate supervision ensures clinical and educational safety for students and the patients they care for. This is an important consideration across all clinical settings. Also consider how undergraduates and postgraduates, and students from different health professions within the same learning environment can be brought together to enhance learning for both groups, e.g., through group supervision, tutorials or patient care. Assessment should be considered from the outset of LIC planning to ensure there is alignment with learning outcomes, as well as medical school and national assessments. Consider How and when these assessments will be reviewed should also be factored into the timetable for students and supervisors. LICs are likely to require a shift in mindset and logistics from the existing culture of learning at your institution, not only from the perspective of students, but also placement supervisors and central faculty. Adequate support for all relevant groups will help to identify early teething problems and ensure smoother transitions during implementation (see Table 2). With any educational intervention, particularly one that is new to an institution, there will be multiple reasons to collect data. For future iterations of the course, it is important to establish what worked well and what could be improved. Broadly, this type of data would be regarded as evaluation. Additionally, different stakeholder groups will have particular outcomes they are interested in, and these data might fall under the category of research. When deciding what data to collect, it is worth looking back at the primary LIC objectives, and planning from the outset how evaluation will be conducted and data collected, alongside the design and development of the overall LIC. This will help make early decisions regarding why the data are being collected, when and from whom, and ensures timely ethics and funding applications. Reviewing the existing literature at this stage will help shape both the LIC and your evaluation and research questions. Kirkpatrick's hierarchy can be a useful heuristic when considering what type of data to collect—for example, collecting qualitative data from different stakeholders on their perceptions and experience of the LIC. You may also choose to collect specific quantitative student or patient outcome data. When deciding who to collect data from, consider the whole range of stakeholders. For example, if a key aim of your LIC is to improve patient access to health care in your local area, it would be important to hear from patients themselves on their experiences. When deciding who to collect data from, consider the whole range of stakeholders. While data are often collected to look at what additional value an intervention provided, it is equally important to ensure no harm has inadvertently been inflicted on stakeholder groups in the process. This is also something to consider when deciding what parameters should be evaluated. The timeframe of data collection is also an important consideration. In keeping with a longitudinal process, some research questions may be better answered by looking at different points across the course, to capture how data change over time. When writing up and presenting data, consider involving all stakeholders in this process. It would be worth looking at presenting and publishing avenues that reach a broad audience—for example, health care arenas, patient and community facing publications, and medical educators. The future health workforce will require new complex skills to manage increasingly complex population needs. Current undergraduate training needs to consider how it is preparing future graduates to develop the skills needed to adapt to the rapidly changing health care landscape. An LIC places continuity and integration at its core and is an ideal educational model to embed these key skills within the curriculum. This, in turn, could help prepare our future workforce in providing person-centred integrated care that meets population need. This toolkit can be used to guide those considering educational reform in line with population need. Finally, it is the collaborative partnerships with students, policy makers, educators, and health and social care providers that will help ensure alignment between population priorities, workforce needs and medical education. Current undergraduate training needs to consider how it is preparing future graduates to develop the skills needed to adapt to the rapidly changing health care landscape. We would like to thank Mohammed-Hareef Asunramu, one of our LIC students, and Monika Gupta from Health Education England's London Enhancing Generalist Skills Team for their contribution to this work. The authors have no conflict of interest to disclose. No data have been used in this submission that would require formal ethical approval. All participants of our workshop have been listed as authors and have contributed and consented to the work.

Through the development in the past half-century, Chinese-style undergraduate stomatological education system is gradually coming into being. However, the system still leaves much to be desired. In this paper, by comparing with other countries, a summary of the differences was made hoping to be reference for our stomatological educational reformation. Key words: Stomatology; Undergraduate education; Educational model

O ensino a distância e os avanços para a pesquisa em enfermagem

In addition to protecting individuals against infectious diseases, it is now well appreciated that the immune system influences a wide range of diseases including autoimmunity, cancer, and inflammatory syndromes that affect every organ in the body. Because it plays a key role in maintaining health, the immune system is important for several clinical specialties beyond infectious diseases. In spite of this, the development of robust curricula and educational programs at the national level that that are focused on teaching undergraduate students about the immune system are still in the earliest stages. This is in contrast to the current state of other specialized science majors. Because immunology is a highly conceptual discipline and understanding how the multiple cellular and soluble components of the immune system work in concert requires knowledge in a number of disciplines, time is needed for students to process and apply this information in meaningful ways. Concomitantly, knowledge in the field of immunology is expanding rapidly, bolstering the need for increased time in the curriculum to facilitate the ability of educators to convey information so that it can be effectively understood and applied. To address the need for undergraduate education in immunology, and the challenges faced in a multidisciplinary major, we have developed a 4-year program at the University of Alabama at Birmingham that provides a broad-based curriculum; delving into the normal and pathological workings of the immune system. We propose that it is time to follow this model, and that of a handful of other immunology programs to create a national curriculum that can be effectively implemented at the national level to promote undergraduate education in immunology.

The health and wellbeing problems of the families with children have become more complex today. Improving preventive services and facilitating an early intervention in health and wellbeing problems of the families are the main challenges. A better interprofessional collaboration (IPC) of the professionals is needed to maintain the well-being level of the families high. These are skills to be learned during undergraduate education. An interprofessional pair training (IPT) for maternity and child health clinics was implemented in collaboration with primary health care centre and two universities of Oulu to develop an interprofessional education (IPE) model for undergraduate level students. Fifth year medical students (n = 101) and fourth year public health nurses (n = 31) and teachers participated in the training program during 2010-2012. The study aimed at investigating students’ attitudes and readiness for interprofessional learning (IPL), at strengthening their professional skills and at gathering clients’ experiences. The interprofessional student pairs met with the client visits independently. One pair contacted three clients during the day. They examined and observed the examination of the other pair. The feedback was collected from the students and the clients. Students’ attitudes and readiness for IPL were assessed using RIPLS (Readiness for interprofessional learning scale). Both medical and nurse students attached great importance to teamwork and collaboration. Nurse students appreciated the learning of roles and responsibilities more important in comparison to the medical students. A tendency for stronger professional identity among medical student was noted. The clients’ expectations were fulfilled. The training periods gave valuable experience to develop IP pair training for collaborative practices in primary health care and undergraduate health care education. The study results are important for curriculum development as well.

As a key initiative in China’s efforts to build a modern vocational education system, the positioning and model of talent cultivation in undergraduate-level vocational education (vocational undergraduate) have become an important issue. Based on a systematic literature review, this paper aims to clarify the essential differences between vocational undergraduate talent cultivation and regular undergraduate and higher vocational education, and to analyze its key compatibility requirements. The study finds that vocational undergraduate education inherently possesses dual characteristics of “vocational” and “higher education,” following the logic of the work system, and aims to cultivate high-level technical and skilled talents who can engage in technological integration and innovation as “domain implementers.” This stands in sharp contrast to the discipline-oriented knowledge of regular undergraduate education and the skill-oriented operation of higher vocational education. The successful implementation of vocational undergraduate talent cultivation requires meeting three compatibility requirements: alignment with industrial development needs, adaptation to learners’ individual sustainable development, and integration with the modern vocational education system. Practical approaches include clarifying cultivation positioning based on technical logic, innovating industry-education integration models, building competency-oriented curriculum systems, and developing a “dual-qualified” faculty team. Despite challenges such as social recognition and the depth of industry-education integration, the future development of vocational undergraduate education requires strengthening its distinctive characteristics, deepening school-enterprise cooperation, advancing digital transformation, and improving the vocational education system. The conclusion of this paper argues that vocational undergraduate talent cultivation is a systematic project, and its high-quality development is crucial to supporting national strategies and socio-economic development.

BackgroundCOVID-19 pandemic has affected all dimensions of day to day life across the world and medical education was no exception. With this study, we aimed to understand the effect of nationwide restrictions on medical education in Qatar, the models of education adopted during this period and perceptions of participants to the same.MethodsWe conducted a cross-sectional study utilizing an online questionnaire distributed via convenience sampling between April–October 2020. Study participants were faculty and trainees in governmental undergraduate and postgraduate medical education institutes. Two sets of questionnaires were designed for each group. They were asked a series of questions to assess pre- and post-COVID pandemic educational practices, their preferred teaching methods, and their familiarity with electronic teaching platforms. Faculty respondents were asked about their perceived barriers to delivery of medical education during the pandemic and their agreement on a 5-point Likert scale on specific elements. Trainees were asked a series of multiple-choice questions to characterize their pre- and post-COVID pandemic educational experiences. Both groups were asked open-ended questions to provide qualitative insights into their answers. Data were analysed using STATA software version 12.0.ResultsMajority of trainees (58.5%) responded that the pandemic has adversely affected medical education at both the undergraduate and postgraduate levels. Trainees (58.5%) and faculty (35.7%) reported an increased reliance on e-learning. Trainees preferred face-to-face education, while faculty preferred a combination of models of education delivery (33.5% versus 37.1%, p = 0.38). Although 52.5% of the faculty had no previous experience of delivering education through e-learning modalities, 58.9% however felt confident in using e-learning software.ConclusionsFaculty and trainees agree that the COVID-19 pandemic has had a significant impact on the provision of medical education and training in Qatar, with an increased dependence on e-learning. As trainee’s prefer face-to-face models of education, we may have to consider restructuring of medical curricula in order to ensure that optimum learning is achieved via e-learning, while at the same time enhancing our use, knowledge and understanding of the e -learning methods. Further research is warranted to assess if these changes have influenced objective educational outcomes like graduation rates or board scores.

The study aims to present a historical review and analysis of the establishment and development of undergraduate public health (PH) education in Bulgaria from 1878 until 2019. А search and selection of historical documents was performed, including laws, rules, regulations, government plans, programmes, scientific publications from periodical medical press, journals, specialized monographs, and books. A retrospective analysis of the normative documents related to the organization of the sanitation and public health activities, and to the provision of professional undergraduate education of the public health workforce in Bulgaria has been carried out. The required competences and tasks of the specialists exercising public health control services were extracted. The development in the public health educational activities were followed in three consecutive periods: the newly independent state (1878-1944); the socialist state (1945-1990); the democratizing state (1990-2019). The development of organized PH activities began after the liberation of Bulgaria in 1878. The historical analysis reveals a direct link between the major socioeconomic changes in the country and the organization of PH undergraduate education which passed through dynamic transformations. The professional education in the sphere of PH started with the training of feldshers, followed by sanitary feldsher and sanitary health inspectors performed in secondary vocational medical schools during the socialist period, reaching the stage of undergraduate university PH education provided by medical colleges associated with universities in the third period. Despite the continuous development in the organization of undergraduate PH education in Bulgaria, its content is still not fully compatible with the basic European PH services and actions. There is a growing need for wider standardization and integration of undergraduate PH education in the EU so that the specialty can reach the status of a regulated health profession similar to medicine, nursing, and others.

The evolution of biomedical engineering (BME) education in China was traced. Major events witnessed the educational development of BME in China. The current status of the educational system was discussed. In recent years, the undergraduate education has developed rapidly. Distribution of postgraduate education is similar to the location of industry clusters. Research directions in postgraduate programs have been partly transformed in comparison to those five years ago. Additionally, new educational models are in trial periods. Some other levels and models of BME education in China were introduced. Based on analysis and comparison, problems were exposed and relative suggestion was put forward. Undergraduate education should aim at two different aspects, one is to make a strong base for postgraduate education, and the other is to meet various demands of the industry. Postgraduate education is expected to facilitate industrialization. International collaboration in BME education is to become a trend.

This article studies the educational mode connecting vocational education and undergraduate education in finance and accounting majors, in response to the weak cultural foundation and poor course integration faced by current vocational school graduates after entering vocational undergraduate education. By adopting empirical research methods and selecting vocational college students majoring in finance and accounting and ordinary high school students as research objects, this study implements a series of teaching reform measures and conducts tracking surveys on the short-term and long-term effects of educational reforms. As a result, it was found that in the final survey of graduation destinations, 34 vocational and technical college students were engaged in related work in their majors, accounting for 45.9% of all vocational and technical college students. This proves that the proposed transitional education model can effectively enhance the cultural foundation of vocational college students and provide new ideas for the cultivation of talents in finance and accounting majors.

In the first part of the paper, different models of teacher education are presented and analysed: the pre‐technocratic model or the model of training master craftsmen; the technocratic model or the model of applied science; and the post‐technocratic model or the reflexive model. In the second part of the paper, the results of the empirical research are presented. The aim of the empirical research was to determine the influence of undergraduate teacher education on teachers’ perceptions of learning and teaching and, consequently, on teachers’ actions. In Slovenia, teachers’ education was carried out following two main models: the pre‐technocratic model or model of training master craftsmen, which was typical for the Academy of Education, and the technocratic model or the so‐called model of applied science, which is used at the education faculties nowadays. Because of this dualism in teachers’ education models, there exist differences between teachers and their perception and actions as well.

Each geographic location has its own unique architectural language and characteristics. Therefore, it is important to acknowledge that architectural design cannot be universally suitable for every geography. To be able to think, calculate, evaluate and analyse all these and more at every scale is possible with ‘human-space relationship and psychology’ (HSRP). For this reason, HSRP seems to be a lerning necessity for architecture students, especially interior architecture departments, in undergraduate education processes. The study started by determining the position of architecture and interior architecture education and HSRP in undergraduate education. Based on the findings obtained and analysed, an education model on HSRP was developed and applied to interior architecture and architecture undergraduate students in three different academic terms. The HSRP education model combined theoretical subjects and activities, and the students’ cognitive levels were measured at the beginning and end of the academic term. Quantitative data demonstrated that the developed education model made the subject more comprehensible to the students compared to a purely theoretical approach. This emphasised the importance and necessity of the course.