Objectives To investigate the personnel allocation and workloads of the medical residents across the subspecialties of the Department of Internal Medicine at a tertiary hospital. Methods A cross-sectional survey was performed to investigate personnel allocation and workload. The resulting data were compared with the ministerial standard that regulates the training of medical residents. Results Aside from the subspecialty of Rheumatology, medical residents accounted for 40% to 70% of the total staff physicians. The faculty physicians accounted for only 20% to 50% of the total. When the non-faculty residents were not taken into account, each individual faculty physician took charge of between 5.3 to 15.5 beds across all the subspecialties. When only the non-faculty residents were accounted for, each individual resident took charge of 1.7 to 9.4 beds, 1.3 to 5.7 bed-days per day, and 5.8 to 17.3 patients per month. When both were accounted for, each physician was responsible for 1.3 to 5.9 beds, 1 to 3.6 bed-days per day, and 4.2 to 10.7 patients per month. In comparison with the ministerial standards, medical residents have managed more patients per month in the subspecialties of Nephrology, Respiratory Diseases, Digestive Diseases, Neurology and Infection.Fewer patients were managed in the subspecialty of Endocrinology. Conclusion The medical resident allocation is balanced across the subspecialties of the Department of Internal Medicine, although it is less stable. The total number of physicians is smaller than required, and physicians generally bear an overload of work. The number of patients managed by each individual resident is more than the requirement set by the ministerial standards, and has significant variations across subspecialties. Medical residents need to be allocated in accordance with the corresponding workloads.
Objective To learn about the attitudes and understanding of resident doctors with concerning Global Minimum Essential Requirements in Medical Education (GMER).Methods Two hundred and five resident doctors of West China Hospital of Sichuan University were investigated by using questionnaires. Results The majority of the resident doctors regarded 4 domains of GMER important, but they were lack of the recognition of the importance of “population health and health systems”, “communication skills”, and “management of information” domains. Conclusions Medical curriculum should be revised to strengthen the recognition of the importance of all the 7 domains in medical education, including the postgraduate medical education, so as to cultivate doctors’ suitability for their responsibility in healthcare.
ObjectiveTo compare whether the training process of commissioned training residents from Tibet and non-commissioned training residents have achieved homogenized.MethodsThe training time and operation frequency data of 170 commissioned training residents from Tibet and 96 non-commissioned training residents of grade 2016 during the 19 months from September 2016 to April 2018 were collected. The 25 operational data of 11 departments that are representative and comparable are compared.ResultsThe two types of trainees completed the rotation of 47 different departments within 19 months, of which 45 departments were the departments where both types of students were rotated. Among these 11 departments, the average training time of trainees from Tibet in the Departments of Anesthesiology was lower than that of non-commissioned trainees (Z=–4.543, P<0.001). There were statistically significant differences in 7 of the 25 operating data (P<0.05). The operation number of arterial puncture and ventilator management (Intensive Care Unit); patient treatment (Department of Emergency); arterial puncture, ventilator management and intraoperative monitoring (Department of Anesthesiology) of trainees from Tibet were lower than those of non-commissioned trainees (P<0.05). The operation number of lung and mediastinal examinations (Department of Radiology) of trainees from Tibet was higher than that of non-commissioned trainees (P<0.05).ConclusionsDuring the training of the two types of trainees, the rotation schedule was basically the same, but there were differences in the clinical practice operations. Trainees from Tibet have higher requirements for radiology training. Trainees from Tibet will return to Tibet with independent practice needs, so their requirements of medical imaging skills operation would be higher. Due to language and training time, the critically ill, emergency first aid, and surgical skills of trainees from Tibet are not as good as those of non-commissioned trainees, and they need to gradually strengthen and improve these skills in subsequent trainings.
Standardized residents training is a necessary way to cultivate qualified clinical physicians, and the teaching ability of their mentors will be a key factor affecting the quality of standardized residents training. In view of the problems existing in the current teachers training of standardized residents training, West China Hospital of Sichuan University has innovatively built a “coordination of six priorities” teachers training system to conduct hierarchical training for different types of mentors, in order to improve the quality and achieve homogenization of training. This article mainly elaborates on the problems in the current residents teachers training, the “coordination of six priorities” teachers training system of West China Hospital of Sichuan University, and the effect of the teachers training.
Objective To understand the demands of residents in postgraduate medical education for faculty doctors and provide useful information to teaching hospitals. Methods Two hundred residents were interviewed through questionnaires. Results Demands for faulty doctors were consistent in the following 5 fields: faculty’s synthetic diathesis, adaptability to social and medical changes, information management and research, cooperation and teamwork, and innovation and continuous self-improvement (Pgt;0.05). However, with regard to the faculty doctors’ professionalism, teaching models and atmosphere, the demands of residents in the different stages of postgraduate medical education differed significantly (Plt;0.05). Conclusion Teaching hospitals continuously improve faculty doctors’ abilities and pay much attention to residents’ role transformation.
ObjectiveTo explore a standardized model for cardiothoracic surgery resident training program based on a combined clinical and research oriented team approach. Methods We conducted this study in a nationally ranked Class AAA hospital among the eleven residents who were accepted into the program. Throughout their training periods, clinical surgical skills were taught by one-on-one mentoring by individually assigned doctoral degree advisors, other attending surgeons and doctoral degree candidates in the program. To foster their scientific curiosity and research skills, regular didactic lectures in basic science and statistical skills by the doctoral thesis advisors, supplemented by monthly journal clubs during which trainees were required to present and discuss a previously assigned topics based on recent clinical cases within the department, thus combining acquisition of clinical skills and theory/research at the same setting. ResultsEleven physicians were selected for this training path. With respect to clinical surgical skills, 4 residents were judged to be sufficient at the end of the first cycle. The other seven residents at the end of the second cycle. One trainee won the third prize in the Medical Skill Competition in the hospital. As for scientific research skills, the team produced 11 scientific articles, one of which was accepted by the annual national conference in cardiothoracic surgery and the first author was invited to present the article. The team submitted four research projects, one won funding at the provincial competition and three within the medical school. ConclusionOur proposed standardized model of cardiothoracic surgery resident training based on a combined clinical and research oriented approach appears to be practical with moderate success. Adaptation of this model by other cardiothoracic surgery training programs in the nation will further attest to its value and functionality.
As the intensity of clinical and research work is high, teaching is gradually paid less attention to and the quality of education cannot be ensured. In this context, a full-time teaching position is set up in West China Hospital which is taken responsibility by qualified clinicians, to improve the teaching quality by strict management and omni-directional teaching. We introduce the setting and running of the full-time teaching position in West China Hospital in this paper.
We summarize the primary structure, objective and achievements of the resident standard training program in West China Hospital of Sichuan University during the past decade. We also give some advices on how to develop and accomplish future goals of resident standard training.
The ideological and political education in standardized residency training plays an important role in cultivating medical talents with noble medical ethics and exquisite medical skills. Teaching evaluation is an important method to promote teaching improvement and optimization. However, there are still some problems and challenges in the evaluation of ideological and political education for standardized residency training. This article proposes the ideological and political education of standardized residency training can be comprehensively evaluated by the context-input-process-product evaluation model from four aspects: background, input, process, and result evaluation. The aim is to provide solid support and guidance for the ideological and political education route in standardized residency training.
ObjectiveTo briefly describe the specific contents and analyze the implementation effects of the information-based training system on neurology residents.MethodsSince February 2020, an information-based training system was carried out in the standardized training center for residents in the Department of Neurology, Xuanwu Hospital of Capital Medical University. The effect of the information-based training system was measured by comparing the numbers of training lessions and examinations, participation rates of training lessions and examinations, and mock examination results after 4 months of training of the resident trainees in Grade 2017 under the information-based training mode (n=35) with those of the resident trainees in Grade 2016 under regular face-to-face training mode (n=35). Chi-square test was used for comparison between training groups.ResultsCompared with those in Grade 2016, the number of lessons in Grade 2017 increased by 87.0% (43 vs. 23), the participation rate of lessons in Grade 2017 was higher (100.0% vs. 87.0%, P<0.001), the number of examinations in Grade 2017 increased by 87.5% (15 vs. 8), the participation rates of examinations were both 100.0%, and the pass rate of the mock examination in Grade 2017 was higher (94.3% vs. 77.1%, P=0.040).ConclusionThe training method and effect of the standardized training model of the information-based training system for resident doctors are worthy of recognition, providing a reference for medical teaching, especially for the standardized training of resident physicians.