Abstract
In the context of the development of medical science and the transformation of medical models, higher requirements are placed before physicians with respect to comprehensive quality. Training for comprehensive quality requires strengthening of medical education. In the current training environment, it is difficult for traditional medical colleges and universities to meet this demand. Our school takes an approach that places the medical students at the center. We are conducting research on strategies and methods of the practical teaching model called “health management for relatives and friends (HMRF).” This entails managing the health of medical students’ relatives and friends, establishing a network platform, and organically combining the network platform with traditional teaching. After 6 years of exploration and implementation, medical students effectively improved their autonomous learning abilities and augmented occupational qualities such as clinical thinking, doctor-patient communication, information collection, and clinical decision-making. They did this by role-playing, practicing progressive humanistic care, and transferring educational practice to clinical practice. Practical teaching of health management for relatives and friends is a new, effective, and simple training model to enhance multidimensional qualities of medical students.
Highlights
Coincident with social development and the growth of human awareness of their own health, academic medicine has been placing higher requirements on medical students
Treatment centers are transforming from large-scale hospitals to communities [2], and this requires that medical students possess comprehensive professional qualities adapted to social needs
The clinical teachers exchanged with the students via the teaching platform, clinical practice platform, and the network information platform, implementing multi-level hybrid cooperative Problem Based Learning (PBL) teaching models [7], and providing timely guidance so that the students could solve various problems during the process of health management
Summary
Coincident with social development and the growth of human awareness of their own health, academic medicine has been placing higher requirements on medical students. Education proposed in “The Most Fundamental Requirements for Global Medical Education” [3, 4] that medical graduates cultivated by medical colleges and universities across the world must have basic qualities in the following seven aspects: medical professional values, attitudes, behavior, ethics, rudimentary knowledge of medical science, exchange and communication skills, clinical skills, knowledge of group health and healthcare systems, information management, and critical thinking and research skills. Against this background, China formulated “Opinions on Implementing Education and Cultivation of Excellent Doctors,” [5] which proposed strengthening the comprehensive qualities of medical students and implementing education reform toward “all-round development with a priority to moral education and an. The existing medical course system solved the problem of lack of practice opportunities, raising health management awareness of medical students in practice, and permitting students to study the health management literature, all while improving their comprehensive occupational qualities
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