Investigation of the diagnostic teaching status and opinions among national higher medical institutions_West China Medical Journal

Authors：

SHI Yunying ¹ ,  ZUO Chuan ² , WAN Xuehong ³ , CHEN Fan ⁴

1. Department of Nephrology, West China Hospital, Sichuan University, Chengdu, Sichuan 610041, P. R. China;
2. Teaching Affairs Department, West China Hospital, Sichuan University, Chengdu, Sichuan 610041, P. R. China;
3. Graduate School of Sichuan University, Chengdu, Sichuan 610041, P. R. China;
4. President & Dean’s Office, West China Hospital, Sichuan University, Chengdu, Sichuan 610041, P. R. China;

Corresponding author：

ZUO Chuan, Email: zcsiren@163.com

Keywords：

Humanistic education; Diagnostics; Teaching standard; Teaching status; Questionnaire

DOI：

10.7507/1002-0179.202002017

Video：

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Objective To explore the present national status of diagnostic teaching as well as to investigate the opinions on teaching operation such as overall course planning, so as to provide references for the formulation of national diagnostic teaching standard in the future.Methods Self-made questionnaires were adopted to carry out an anonymous survey among the teachers from 50 different medical colleges and universities who worked on diagnostic teaching throughout the country from October 2016 to September 2017.Results A total of 100 teachers were investigated. The diagnostic teaching departments where 59 respondents worked in were formed by a few fixed teachers plus teachers in rotation. The requirement of rotation time as well as the setting up of lecture-internship ratio in each school were quite various. Forty-seven respondents agreed that the ideal lecture-internship ratio should be internship more than lecture. As for the instruments of clinical skill room, only 40% of the respondents agreed that their diagnostic departments were equipped with a steady standardized patient (SP) team, which was also the reason why SP teaching was the least utilized teaching method during internship (47%). The respondents had various opinions on whether the final exam should weigh more than 50% in the subject score. Above these, the planning and expectations of the respondents on diagnostic course were mostly in consensus.Conclusions The development of diagnostic course including teaching staff, teaching content and teaching condition, etc. among each medical colleges and universities was not balanced. It’s quite necessary to formulate a unified and reasonable standard to normalize the teaching staff constitution, teaching planning and set-up as well as teaching condition so as to guarantee the teaching quality.

Citation： SHI Yunying, ZUO Chuan, WAN Xuehong, CHEN Fan. Investigation of the diagnostic teaching status and opinions among national higher medical institutions. West China Medical Journal, 2020, 35(6): 705-711. doi: 10.7507/1002-0179.202002017 Copy

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5.	王宇轩, 王晓燕, 郭蕊, 等. 影响北京市大型医院门诊患者医患信任的就医感知因素研究. 中国医院, 2020, 24(5): 43-46.
6.	Bloom BS, Hastings JT, Madaus GF. Handbook on formative and summative evaluation of student learning. New York: McGraw-Hill Book Company, 1971: 312-331.
7.	Torrance H. Formative assessment: some theoretical problems and empirical questions. Camb J Educ, 1993, 23(3): 333-343.
8.	Sadler DR. Formative assessment and the design of instructional systems. Instr Sci, 1989, 18(2): 119-144.
9.	Raupach T, Brown J, Anders S, et al. Summative assessments are more powerful drivers of student learning than resource intensive teaching formats. BMC Med, 2013, 11: 61.
10.	Boulet JR, De Champlain AF, McKinley DW. Setting defensible performance standards on OSCEs and standardized patient examinations. Med Teach, 2003, 25(3): 245-249.
11.	Papadakis MA. The step 2 clinical-skills examination. N Engl J Med, 2004, 350(17): 1703-1705.
12.	严瑾, 邹天然. 医疗体制改革后临床见习的困惑及相应对策探讨. 医学教育, 2004(1): 35-36.
13.	杨艳, 陈丽灵, 陈红, 等. 标准化病人在医学技能课程中的问题及对策. 中国高等医学教育, 2018(6): 45-46.
14.	刘苓, 郭林杰, 左川. 提高诊断学全身体检教学质量的对策研究. 华西医学, 2017, 32(12): 1928-1931.
15.	刘妍, 谭文绮. 多功能穿刺模拟人与学生标准化病人结合教学模式在诊断学实践教学中的应用. 卫生职业教育, 2014, 32(17): 89-90.
16.	谭惠文, 余叶蓉, 左川. 留学生临床诊断学教学的实践和体会. 华西医学, 2016, 31(8): 1434-1436.

1. Bellini LM, Kaplan B, Fischel JE, et al. The definition of faculty must evolve: a call to action. Acad Med, 2020.
2. Bandeali S, Chiang A, Ramnanan CJ. MedTalks: developing teaching abilities and experience in undergraduate medical students. Med Educ Online, 2017, 22(1): 1264149.
3. Liew SC, Sow CF, Sidhu J, et al. The near-peer tutoring programme: embracing the ‘doctors-to-teach’ philosophy-a comparison of the effects of participation between the senior and junior near-peer tutors. Med Educ Online, 2015, 20: 27959.
4. 杜舟, 黄萍. 关于加强医学生医患沟通能力培养的探讨. 中国高等医学教育, 2010(3): 58-59.
5. 王宇轩, 王晓燕, 郭蕊, 等. 影响北京市大型医院门诊患者医患信任的就医感知因素研究. 中国医院, 2020, 24(5): 43-46.
6. Bloom BS, Hastings JT, Madaus GF. Handbook on formative and summative evaluation of student learning. New York: McGraw-Hill Book Company, 1971: 312-331.
7. Torrance H. Formative assessment: some theoretical problems and empirical questions. Camb J Educ, 1993, 23(3): 333-343.
8. Sadler DR. Formative assessment and the design of instructional systems. Instr Sci, 1989, 18(2): 119-144.
9. Raupach T, Brown J, Anders S, et al. Summative assessments are more powerful drivers of student learning than resource intensive teaching formats. BMC Med, 2013, 11: 61.
10. Boulet JR, De Champlain AF, McKinley DW. Setting defensible performance standards on OSCEs and standardized patient examinations. Med Teach, 2003, 25(3): 245-249.
11. Papadakis MA. The step 2 clinical-skills examination. N Engl J Med, 2004, 350(17): 1703-1705.
12. 严瑾, 邹天然. 医疗体制改革后临床见习的困惑及相应对策探讨. 医学教育, 2004(1): 35-36.
13. 杨艳, 陈丽灵, 陈红, 等. 标准化病人在医学技能课程中的问题及对策. 中国高等医学教育, 2018(6): 45-46.
14. 刘苓, 郭林杰, 左川. 提高诊断学全身体检教学质量的对策研究. 华西医学, 2017, 32(12): 1928-1931.
15. 刘妍, 谭文绮. 多功能穿刺模拟人与学生标准化病人结合教学模式在诊断学实践教学中的应用. 卫生职业教育, 2014, 32(17): 89-90.
16. 谭惠文, 余叶蓉, 左川. 留学生临床诊断学教学的实践和体会. 华西医学, 2016, 31(8): 1434-1436.

West China Medical Journal

Investigation of the diagnostic teaching status and opinions among national higher medical institutions

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