Eight-year Program Medical Students Research Articles

Neurological education calls for a targeted integration: A study based on scores of multiple disciplines

This article was migrated. The article was not marked as recommended. Objective：The aim of this study was to identify the disciplines that strongly correlated with neurology, and to compare the differences between neurology and other disciplines in targeted integration. Method: Scores of 18 disciplines (six clinical disciplines, seven basic disciplines, and five social science/humanities disciplines) and college entrance examinations of 275 eight-year program medical students from Sun Yat-Sen University were collected. Correlation between any two subject scores were determined. Results: Student scores in neurology had significant correlation with the scores of four clinical subjects, five basic subjects, and one social science/ humanities subject. Internal medicine scores showed significant correlation with the scores of three clinical subjects and two basic subjects. Scores from obstetrics and gynecology, pediatrics and psychiatry significantly correlated with one to three clinical subjects scores. No significant correlation was found between surgery scores and other subjects. With the exception of medical statistics, there was no significant correlation between scores from social science/humanities subjects and scores from either clinical or basic subjects. No subject scores significantly correlated with the college entrance examination scores. Conclusion: Neurology is associated with more clinical and basic disciplines than other subjects. Neurological education should involve a targeted integration with other closely related disciplines.

An investigation and analysis of learning motivation and innovation ability of eight-year program medical students in military academy

Objective To understand the learning motivation and innovation ability of eight-year program medical students in military Academy. Methods 57 students of six,eight grade of a military medical 8-year program were selected as the research object, among whom,there were 56 effective subjects(six grade 25, eight grade 31). The learning motivation scale, Williams' innovation ability scale and self-compiled questionnaire were used and in the form of questionnaire the students' learning motivation and inno-vation ability were analyzed. Results Among the medical students of eight-year program,the number of the low level of learning motivation was 7(12.5%), the number of medium was 43(76.8%), the number of higher was 6(10.7%); Innovation ability overall score was(68.48±5.466), four dimensions score of imagination, curiosity, adventure and challenge did not have statistical significance(F=2.254, P=2.254). The curious dimension score of grade six[(71.05±8.035)]was higher than grade eight[(66.97±6.585)], and there was statistical difference(t=2.086, P=0.042). Most of the students just had long-term goals for the future planning(35, 62.5%). There were 27(48.2%)students expecting good grades and 21(37.5%)expecting excellent grades. The number of the students who thought their innovation ability was higher was 28(50.0%)and who thought their innovation ability was general was 27(48.2%). There were 82.1% students whose motivation for an examination was mainly to improve their own quality, 67.9% of the students for contributing to the country. Conclusion The level of learning motivation and innovation ability of eight-year program medical students in military academy are more appropriate, but their innovation ability level is not ideal. The teaching reform should be deepened to further improve the students' learning motivation and innovation ability level. Key words: Eight-year program medical students; Innovation ability; Learning motivation

Teaching innovation based on the technology of digital orthopedic in orthopedic clinical teaching for eight-year program medical students

Objective To investigate the effect of teaching mode innovation based on the technology of digital orthopedic in orthopedic clinical teaching for eight-year program medical students. Methods 40 eight-year program medical students who took part in orthopedic clinical trainee in the 2015 school year were chosen and divided into two groups: traditional teaching group and digital technology teaching group. The digital technology teaching group adopted a digital model of orthopedic technology, printing aids, use of auxiliary aids and simulate actual cases operative teaching while another group used traditional teaching. After the novitiate, questionnaire investigations were used to evaluate the effect of the orthopedic clinical teaching in both groups. At the same time an examination after the course was used to examine the teaching effect of the two groups, and SPSS 19.0 software was used to do chisquare test and t test to the result of the examination of both groups. Results Compared with the traditional teaching group students, the digital technology teaching group students more agreed with the new teaching mode for their interest in learning and hands-on ability bring positive influence (P<0.05), overall satisfaction of teaching method was significantly higher (P=0.03). The operation examination result [(92.1±9.1) vs. (70.5±9.6)] and the comprehensive examination result (84.6±10.1) vs. (72.3± 10.6)were more outstanding, the t test showed that the difference was statistically significant (P<0.05). Conclusion Teaching mode innovation based on the technology of digital orthopedic in eight-year program medical students has showed obvious advantages in orthopedic clinical teaching, which can stimulate students' interest in learning, improve the teaching effect and have broad application prospects in orthopedic clinical teaching. Key words: Orthopedic teaching; Digital orthopedic technology; Teaching methods; Eight-year program medical education

Teaching mode exploration for eight-year program interns in the out-patient department of general internal

Clinical practice teaching in out-patient department is an important part of general internal clinical teaching for medical students. From 2010, eight-year program medical students in Huazhong University of Science and Technology began their clinical rotation practice in the out-patient department of general internal medicine. The one-on-one tutoring style was used in clinical teaching. We combined teacher demonstration teaching method with teacher supervision teaching method in clinical practice, and carried out periodical case discussion. At the end of each rotation stage, regular teaching evaluation and examination was taken. It has been proved that our teaching mode can not only help the students improve their professional and practical levels of clinical skills, and also help them gain the clinical working abilities and the professional spirits, which is worthy of further promotion. Key words: Eight-year program; Medical education; General internal; Clinic practice teaching

Evaluation of the status quo of the eight-year program medical doctors' career development potential

Objective By investigating the actualities of career development potential of eight-year program medical students, to explore a direction of training mode innovation aiming to improve career development potential. Methods Eight-year program medical graduates, their tutors, and directors of their clinical department in a university hospital were the subjects of the current study. Questionnaire method was applied to evaluate professional competence including clinical skills, research capabilities and integrative ability. Anonymous questionnaires were dispensed to eight-year program medical graduates for self-evaluation. Distinct anonymous questionnaires were dispensed to tutors directors for evaluation. Traditional doctoral graduates (professional degree or degree) were set as standard for comparison of specific ability of eight-year program medical students. Results 74 out of 85 (87%) questionnaires for Eight-year program medical graduates were available. 53 out of 63 (84%) questionnaires for tutors were available. 21 out of 26 (81%) questionnaires for directors of clinical departments were available. In clinical capabilities, according to 43 percent (32 persons) of the eight-year MD graduates' self-assessment and the evaluation of 94% (50 persons) mentors and 81% (17 people) department directors, eight-year program medical graduates were regarded as lower-skilled clinicians compared with doctoral graduates with professional degree. Eight-year program medical graduates were also considered with worse research capabilities than doctoral graduates with profes-sional degree by themselves (76%, n=56), their tutors (91%, n=48), and their department directors (86%, n=18). Conclusions The survey shows that to some extent, the current eight-year clinical doctoral graduates lack of career development potential, reflecting the current training mode cannot lead to the given training goals. We suggest that both clinical skills and research capabilities should be enhanced to make sure that eight-year program medical graduates deserve the title of academic or physician scientists. Key words: Eight-year program medical education; Training mode; Questionnaire; Career development potential

Exploration of digital technology in traumatic orthopedic clinical teaching for eight-year program medical students

A preliminary exploration of the application and effects of digital orthopaedic technique combined with the clinical practice in our clinical teaching of orthopaedics and trauma for 8-year program medical students has been made. Construction of 3D-model of bone and joint with the digital reconstruction technology, combination of 3D-display with detailed clinical cases, individual studying of knowledge, and fracture models performed by three dimensional printing, all have enhanced the students＇ understanding of the basics knowledge of orthopaedic trauma and accelerated the process of its joining into clinical practice. Related software has been used to realize the virtual design of fracture reduction and fixation and based on it, students have been guided to personally involve in the development and realization of surgical simulation program on a personal computer, thus improving students＇ capabilities of analysis, diagnosis and treatment of illness. Besides, students have been actively guided to use digital technology to conduct the finite element analysis of posterior malleolar fractures and calcaneus fractures, and to produce APP software for mobile devices such as ankle fracture classification and function scoring, which has aroused students＇ interest of clinical research and innovation Key words: Digtalorthopaedie; Traumatic orthopedic; Eight year program medical education

Effectiveness of doctor-patient communication course on improvement of doctor-patient communication ability

Objective To analyze the effectiveness of doctor-patient communication course on improvement of doctor-patient communication ability.Methods Totally 360 eight-year program medical students of clinical medicine from Shanghai Jiaotong University School of Medicine were chosen as the research object and were divided into educational group(n＝l80) and control group(n＝180).Students in educational group study doctor-patient communication course while those in control group do not.SEGUE Framework was used to conduct exploratory research between educational group and control group.Accuracy of questionnaire database was examined by Excel software and logical test.KoImogorov-Smimov(K-S test) was applied to analyze the scores and (x ± s) was used to express the data through SPSS 16.0 statistical software.Comparison between group differences are statistically significant(P＜0.05).Results Overall score was higher in educational group than in control group.Concerning of communication initiation,infomation collection and understanding of patients,scores of educational group were significantly higher than those of control group(P=0.001,P=0.002 and P=0.007,respec-tively).Furthermnore,KoInogorov-Smimov(K-S test) and (x ± s) statistical results showed that scores of detailed items were higher in educational group than in control group as well.Conclusions Doctor-patient communication course is of great importance to help medical students practice physician-patient communication based on related knowledge learning,but course content setting remains to be further improved. Key words: Physician-patient communication; SEGUE framework; Medical student

Exploration of neonatology clinical probation teaching for eight-year program medical students

Neonatology probation teaching is one of the difficulties in eight-year program pediatric teaching.There are some problems in the neonatology probation teaching,including partial comprehension of neonatal basic theoretical knowledge,few opportunities of clinical operations and observation,lack of effective physician-patient communication method,defective mastering of neonatal clinics skills.In order to refine the neonatology probation of eight-year program medical students and to improve the quality of hospitals' clinical teaching,an appropriate neonatology clerkship program of eightyear medical students should be investigated.A variety of teaching methods should be applied to enhance students' interest of learning the basic theory.Before entering the neonatal ward,it is necessary for eight-year program medical students to understand the workflow and a standard appraisal system should be established.At the same time,it is essential to strengthen the training of their interpersonal communication skills,clinical thinking and clinical skills.Finally,a standard out-department examination system should be established to evaluate the eight-year program medical students' neonatology learning effect objectively. Key words: Eight-year program medical education; Neonatology department; Clerkship scheme

应用Kappa(κ)指数辅助长学制妇产科临床技能培训的研究

Objective To screened out items with large proportion of technical analysis in obstetrics and gynecology physical examination by using statistical parameters Kappa index and to evaluate effect and clinical significance of Kappa index based on objective data and students' and teachers' subjective feeling.Methods We made Kappa index screening with double-blind method and established the Kappa index table for teachers and students.Students were randomly divided into conventional teaching group (n =26) and teaching reform group (n =29).Students in conventional teaching group traditionally followed the teacher to carry on the practice while those in teaching reform group received training according to the numerical value index and had examination after training.We paid attention to each student's weak points,provided personalized guidance and communicated with students actively.Results We found that it was uneasy for beginners to quickly grasp four step obstetrics palpation in-spection according to Kappa index.There were statistical differences in operation of gynecological physical examination between two groups (P =0.016).Conclusions Application of Kappa index can help us screen out skills in the operation suitable for training for eight-year program medical students.With quantitative evaluation,we can improve quality of clinical practice teaching in department of obstetrics and gynecology and guide educational reform. Key words: Kappa index; Eight-year program medical students; Practice in department of obstetrics and gynaecology; Clinical skill training

Practice and experience of teaching of urinary system diseases by problem-based learning for eight-year program students

Teaching urinary system diseases by problem-based learning method for eight-year program medical students was applied in nephrology department in affiliated Tongji hospital of Huazhong university of science and technology since 2008.They had accumulated experiences in compiling teaching plan,fostering teachers,practicing teaching and evaluating teaching.These steps may future intensify education reform on long schooling system and improve teaching quality of eight-year program. Key words: Eight-year program; Curriculum integration; Urinary system; Problem-based learning

Combination of problem-based learning and designed experiment teaching model in teaching of genetic counseling

The traditional problem-based learning(PBL) and designed experiment teaching model were combined and applied in the genetic counseling teaching of medical genetics.The comprehensive evaluation system was established and it was helpful to cultivate the eight-year program medical students' overall quality and to promote teaching effect. Key words: Medical genetics; Problem-based learning; Designed experiment; Genetic counseling

Research on problem design of problem-based learning in pediatric teaching

Objective To apply 3C3R model in problem design of PBL for pediatrics teaching.Methods The 3C3R model comprises two classes of components:core components and processing components.Core components of the model are 3C,which are content,context and connection while processing components are 3R,which are researching,reasoning and reflecting.3C3R model was used in the problem design for the PBL case of ‘ Why the mouth of Baobao became purple when he was crying?' Totally 76 eight-year program medical students and 7 tutors were enrolled as teaching object.The anonymous questionnaires from the students were collected for assessment of PBL teaching.Results The percentage of students with scores ≥4 for content in PLB problem design was 90.8％,for context was 80.3％,for connection was 64.5％,for researching was 81.6％,for reasoning was 69.7％ and for reflecting was 40.8％.The percentage of tutors with scores ≥4 for content in PLB problem design was 100％,for context was 71.4％,for connection was 28.6％,for researching was 71.4％,for reasoning was100％,for reflecting was57.1％.Both students and tutors held a positive attitude towards the component of content,context,researching and reasoning in problem design model.But the components of connection and reflection needed to be improved.Conclusion The 3C3R model is helpful for problem design of PBL in pediatric teaching. Key words: Problem-based learning; Problem design; 3C3R model; Pediatrics

Exploration on cultivation of clinical thinking for eight-year program medical students in during clinical internship

Pediatrics internship is a bridge that brings medical theory into clinical reality.Cultivate systematic clinical thinking during internship is the key to the growth of clinical doctors.Good outcome has been achieved among these eight-year medical students by using teaching methods such as case discussions,lectures,teacher instructions,which can cultivate proper clinical thinking and make students more active. Key words: Pediatrics; Internship; Clinical thinking; Eight-year clinical students

Exploration of pediatrics clinical probation teaching methods for eight-year program medical students

To improve the effect of pediatrics clinical probation teaching for eight-year program medical students,the exploration and practice of case-based instruction teaching with symptoms as main line,reading reports,and application of high quality counterfeit baby simulator-assisted instruction were carried out,which could inspire students' learning interest,and contribute to the training of students'clinical and scientific thought,their self-education and clinical skills. Key words: Pediatrics; Eight-year program; Clinical teaching; Case-based instruction

Exploration of teaching models of orthodontics in eight-year medical students

The paper is to explore the goals and models of Orthodontic teaching in eight-year medical students. It tries to design some teaching goals, teaching models and standards of examination to train medical students according to the eight-year program characteristics, and discuss the problems of eight-year program orthodontic teaching. Key words: Eight-year program medical students; Orthodontic teaching

Research on the teaching reform of physiology experiment to enhance the research capacity of the eight-year program medical students

Eight-year medical education is to train medical personnel with high research abi lity and innovative ability, while the experimental teaching, as an important part of physiology teaching, plays an important role in training students in observation, problem-solving skills and practical ability. This article mainly discusses our exploration and practice of teaching in physiology experiment for eight-year program medical students from teaching contents and organization of class teaching, in order to fully increase the studying enthusiasms and meet the scientific mind of these students. Key words: Physiology; Experimental teaching; Research capacity; Eight-year medical program