Seven-year Program Medical Students Research Articles

The quantified analysis of the correlation between medical humanities curriculums and medical students’ performance

BackgroundA high-quality medical humanities (MH) education program is essential to developing a successful medical practitioner and can influence clinical performance. It is also vital to improve the evaluation of MH education to restore harmonious mutual relationships in medical care. However, studies have yet to discuss the correlation between the learning quality and quantity of medical humanities curriculums (MHC) and medical students' scores of clinical curriculums and clinical performance. The study aimed to assess the correlation between the learning quality and quantity of MHC and medical students' performance.MethodsWe conducted a retrospective cohort study by analyzing a dataset of students' learning records. After excluding students with missing demographic information (n = 1) and overseas Chinese students (n = 15), the study included six- and seven-year program medical school students (n = 354) at National Yang-Ming University who were admitted between 2012 and 2014. The correlation between learning quality and quantity in MHC and students' following performance was evaluated by multivariable-adjusted regression analyses.ResultsAfter adjusting for potential confounders (gender, residential area, age at enrollment, type of administration, and school program), the number of MHC with good learning outcomes was significantly correlated with clinical curriculum scores (p < 0.05), clerkship performance (p < 0.001), and weighted average mark (p < 0.001).ConclusionsOur study found a correlation between MHC with good learning outcomes and medical students' following performance. A future study of improving the quality of MH education is warranted.

Experiences of teaching for seven-year program medical students of pediatrics major

Pediatric knowledge was not fully learned by seven-year program medical students of pediatrics major in first five years,so two years of postgraduate was the key period for culturing their pediatric specialty.Students of seven-year program were characterized by strong theoretical knowledge but poor pediatric clinic knowledge,therefore,pediatric clinic teaching should emphasize on basic knowledge and skills,avoid dwelling on specific details at early stage,pay attention to their communicative ability with children and their relatives,combine theory with clinic practice and teach from surface to point.Meanwhile,we aimed at changing them into pediatric doctor through cultivating their clinic skills and scientific research ability. Key words: Seven-year program; Medical students of pediatrics major; Clinic ability; Scientific research ability

Application of classic cases in teaching for seven-year program pediatric majors

Studying classic cases is one of the applicable methods for student's self-learning,especially at clinical rotation period.Seven-year program pediatric students (2004 grade) from pediatric medical collage,Capital Medical University of China shared classic cases from New England Journal of Medicine (NEJM),reported clinical cases they took part in and summarized their writing of case report.Through these measures,students felt the significance of studying classic cases and noticed that case study played an important role in training of clinical reasoning,multidisciplinary approach,as well as self-learning ability for medical students. Key words: Case study; Case report; Self-learning; Pediatrics; Seven-year program medical students

Exploration on teaching reform of clinical neurology in seven-year program

The teaching reform of education methods and course contents was carried out for seven-year program medical students in clinical neurology courses.Case-based instruction method,evidencebased medicine and standardized patient were flexibly applied,case discussion mode and multimedia teaching were added,and humanistic education was merged into teaching process.The enthusiasm and creativity of students were fully activated through the comprehensive application of various teaching meth ods,and the teaching quality of neurology course was improved,and the purpose of comprehensive quality education for the culture of long-year program medical students was better achieved. Key words: Neurology; Education methods; Reform