Modern medical education faces multiple challenges, and there is a gap between the social needs and the methods of cultivating medical talents. The current undergraduate education in clinical medicine is subject centered, and the traditional model is difficult to cultivate students’ clinical abilities, practical skills, and research thinking effectively. Therefore, West China Hospital/West China School of Medicine of Sichuan University has proposed a new education model of “Four-Early and Three-Entry”, aiming to cultivate students’ professional ethics, clinical abilities, and scientific research innovation abilities through early clinical practice, scientific research participation, and social integration. This article will introduce the practice and preliminary results of the “Four-Early and Three-Entry” model, aiming to provide effective ways to improve the quality of medical undergraduate education and cultivate more comprehensive medical professionals.
目的:调查在校医学生对医疗相关法律法规及医患关系的认知,为医学生教育提出建议。方法:使用自制调查问卷,对四川大学华西校区不同专业方向及学历层次的在校医学生进行整群随机抽样,将所得数据录入计算机建立数据库,进行统计分析。结果:(1) 在对医疗法规相关知识的知晓率上,研究生高于本科生,临床相关专业高于非临床相关专业;(2) 医学生对医疗法规相关知识及医患关系的认知主要来自于课外,来自于课堂教学的很少,并且大多数医学生支持开设相关法律课程;(3) 过半数的医学生认为医患沟通不足是导致医疗纠纷的首要原因;(4) 大多数医学生认为目前医患之间存在信任危机,且这种状况对他们今后的择业观造成了负面影响。结论:在医学生中开展相关医疗法律课程等人文学科课程是符合当前国内医疗卫生事业发展需要的。
ObjectiveTo learn about the awareness of medical liability-related provisions of Tort Liability Act of undergraduates in medical schools, thus to provide reference for the modification of teaching plans of undergraduate medical education. MethodsBetween September and December 2012, we conducted a sampling survey on undergraduates of West China Medical School using a self-designed questionnaire about medical liability-related provisions of Tort Liability Act. ResultsGenerally, students'awareness of the provisions was low, and most of the students did not have a good understanding of the provisions related to medical disputes. The respondents'knowledge of medical liability-related provisions of Tort Liability Act did not match with their grade in school and their level of medical knowledge. Most of their knowledge about medical law was learned from mass media. Undergraduate medical students had an expectation to learn more about medical law from class. ConclusionMedical law classes should be put into the teaching plans of medical education.
Modern medicine is being transferring from traditional "empirical medicine" to more scientific "evidence-based medicine", which embodies the idea that clinical research is a primary motive that keeps medical practice continuously developing. Therefore, the contemporary aim of medical education should focus on attaching great importance to and strengthen the training of medical students' clinical scientific research ability. Based on clinical departments, we have built an open research project platform for volunteers for medical students before engaging in medical practice. Through a spirally-progressing teaching mode of "Training-Practice-Assessment-Retraining" for medical students before engaging in medical practice, the platform provides training on the knowledge and skills of evidence-based medicine and clinical scientific research. Through the volunteers' active and omnibearing practice, this project achieves some good outcomes in teaching and learning experience. This extracurricular teaching mode provides a platform for scientific research volunteers with the capacity for more knowledge before engaging in medical practice, which is recommended to empower the students with ability of scientific research.
Objectives The Faculty of Medicine of National Yang-Ming University is committed to helping students enhance intellectual, personal, and professional development while fully supporting students during this time of intense training and personal growth. The student portfolio system has sprung from the Faculty’s devotion to innovative medical education initiatives and is one attempt to fulfill our obligations to our past and future, to our society and to the rest of the world. The basic approach toward helping students enhance their cognitive, personal and professional development while coping with internal or external environmental stressors would be to identify and provide supportive elements within medical education. In order to achieve the goal, we explore possible factors, both micro and macro elements of the students’ environment, which may contribute to their stress, mental disturbances and status attainment. Methods We established a multi-dimensional and multi-functional “student portfolio” framework that integrated dynamic, timely, and continuous exploration as well as modification of students’ learning processes, mental status and environmental impact. The first step in this project was to locate and validate students’ “red flag”: factors that contributed to their stress, mental disturbances and status attainment. Self reports by the students were used for the “risk factor” analyses. Results Status achievement by students was associated with their parents’ educational attainment, in particularly the educational attainment of their mothers. This was associated with the student’s stress, mental disturbance, attitude toward life and status achievement. The educational attainment of the parents of our students increased yearly, suggesting that the social economic status and marital matching situation of individuals were associated with social environment and time. Conclusions The associations of cognitive processes, family condition, societal values, mental status and learning behaviors are intertwined dynamically with time and environment. However, longitudinal and multi-dimensional research in this area is very limited. It is important for contemporary medical education to develop a framework for the theory and practice of the development of medical students that leads to their attainment of professional, sociological, and psychological competencies. This study suggests that particular social economic status factors may increase the risk that medical students will experience stress, mental disturbances, and status attainment.
Objective To find the best teaching method of summer EBM course to help students understand and apply EBM principles in research. Methods Training medical students to participate in an international team of clinical research for best evidence. We used a step-by-step method to teach how to write Cochrane systematic review and apply its method to other researches. Results Since our training program was launched three years ago, 38 medical students have taken part in the training. Five Cochrane systematic reviews and 19 protocols were published in The Cochrane L ibrary. Three medical students were the principal investigators and played an important role in another 2 studies. Seven articles were published in Chinese medical key journals, and 1 was indexed by SCI. Eleven students were funded to participate in the international academic conferences.Conclusions Medical students will benefit from taking part in the EBM research. This activity will help them not only understand method of clinical research and EBM , improve the quality of research and their cooperative skills but also master related clinical knowledge.
Objective To get known about the employment intentions to primary health service organizations (PHSO) among medical students in North Sichuan Medical College, and to assess its main influencing factors, so as to provide scientific evidence for occupational guidance in medical colleges, as well as talent introduction and retention in PHSO. Methods By cluster sampling method, medical undergraduates and college students in North Sichuan Medical College were investigated using a self-designed questionnaire from April to October, 2010. EpiData 3.1 and SPSS 16.0 software were used for inputting data and analyzing respectively. Results a) Among 900 questionnaires distributed, 870 were reclaimed (response rate 96.7%). b) Nearly 60% of medical students thought their own professional development was “average”, with following intentions after graduation in order: employment first and then postgraduate entrance exam, employment, postgraduate entrance exam; and 85% of medical students were more willing to work in medical institutions above level-2 in city or county. c) More than 70% of medical students’ employment intentions to PHSO were “average”, and “unwilling”, etc.; the main influencing factors were personal development space, salary and welfare, and comprehensive strength of hospital, etc. d) More than 90% of medical students “Do not know” or “generally” understood the related national preferential policies. Conclusion Government, PHSO and universities should take measures together and increase policy advocacy and infrastructure investment, so as to encourage medical students to work in PHSO.
ObjectiveTo explore the status of the career maturity of medical students (eight-year program) and its related factors. MethodsFrom April to June in 2010, College Students Maturity Self-test Questionnaire was used for the investigation of the career maturity of the medical students (eight-year program) at West China Medical School of Sichuan University. ResultsThe subjects were graded into three groups according to the scores of their questionnaires:high, moderate, and low career maturity. The proportion of each group was 15.2%, 13.8%, 71.0%, respectively. Gender difference was not found in the overall career maturity (Z=-0.206, P=0.837), while there was positive correlation between grade and overall career maturity (rs=0.180, P=0.030). ConclusionThe medical students (eight-year program) with relatively low overall career maturity account for a larger proportion than those with high and median career maturity. As grade increases, career maturity changes significantly. This research suggests that long schooling medical students are in urgent need for prompt and valid professional career education.