Investigation on the satisfaction degree of the combination training mode for the professional master's degree of clinical medicine

Abstract

Objective To discuss the views and significance of the parallel training mode, and provide a reference for the smooth development of the graduate students' standardized training work. Methods The self-designed questionnaire included rotation/training, clinical skills, scientific research, supporting conditions, and the rationality and prospect of the integrated training mode. We chose the graduate students of professional type classes of Grade 2014 and 2015 in a university affiliated hospital of Kunming, in a secret-based manner, and questionnaires were distributed and collected by stratified sampling and random sampling according to the proportion of 50% of the total number of them. Excel database was used for data processing and analysis. Results A total of 200 questionnaires were distributed and 167 were recovered with an effective recovery rate of 83.5%. The research items involved in the investigation of the students that were more satisfied with the project were as follows: methods of integrated training mode being more reasonable (85.0%, n=142), improving clinical comprehensive ability (83.2%, n=139), accelerating the development of high-level clinical talents (67.7%, n=113), conducive to unify the clinical practice standards (55.1%, n=92), conducive to employment (48.5%, n=81), saving medical resources (44.3%, n=78). Meanwhile, the survey found that graduate students were not satisfied with the following items: research time (88.0%, n=147), arrangements for plans of rotate conversion (65.8%, n=110), monthly income (89.8%, n=150). Conclusion The integrated training mode can accelerate the development of high-level clinical talents, save medical resources, further improve the medical education system and better improve the clinical comprehensive ability of medical students. However, it still needs to be further improved in terms of the arrangements for plans of rotate conversion of clinical departments, cultivation of scientific research ability, and salary, etc. Key words: Standardized training for residency; Clinical medicine; Professional degree; Post-graduate education