In the context of collaboration between healthcare and education systems, in order to promote competency-oriented medical education reform and improve the clinical capabilities of medical students at all levels, it is urgent to enhance the organizational guarantee to establish a stable teaching team in university-affiliated hospitals. As the National Clinical Teaching and Training Demonstration Center, West China School of Medicine / West China Hospital of Sichuan University has taken the lead to explore the building of a full-time teaching team for clinical practice teaching, innovating and implementing the system of “Full-time Practice Teaching Post”. This innovative measure ensures the whole-process management, teaching, and assessment of medical students, strengthens teacher training and top-level design of teaching and research, improves the incentive mechanism for teachers, applies multiple teaching resources and novel teaching methods, and finally improves the quality and culture of clinical practice teaching.
Feedback plays a vital role in medical simulation and clinical practice teaching. Nevertheless, there is a lack of an effective structured theoretical model to improve the teaching feedback quality. Guided by the “learning-centered” educational philosophy and relevant medical education theories, the teaching team from West China Second University Hospital, Sichuan University explored and established the “West China Four-Step Feedback Method” for medical simulation and clinical practice teaching, and developed supporting auxiliary teaching tools. This article introduces the construction and operational mechanism of the aforementioned feedback model, the design and optimization process of the auxiliary teaching tools. Its theoretical value, practical application value, limitations and future research directions are also discussed.