Simulation-based medical education is becoming increasingly common. In this paper, the status and goal of SBME development is analyzed after a brief introduction of SBME. Secondly, the essentiality and possibility of bringing SBME to a situated paradigm are clarified, because there are rich implications for situated cognition as the theory foundation of SBME. As a main discussion point, eight practical situated designing principles for SBME in theoretical and practical contexts are then expounded. Finally, a specific attitude toward the relationship between theory and practice for the SBME teachers is also elucidated.
To implement the “synergistic development of five educations” and address the existing issues in the current comprehensive quality evaluation system for medical postgraduate students (original system), this article constructs a new comprehensive quality evaluation system (new system) from a multidimensional collaborative perspective. Through the trinity framework of “basic evaluation, incentive evaluation, and negative list”, it explores the application effects of the new system in assessing the comprehensive quality evaluation of medical graduate students. The research shows that the operational efficiency of the new system has significantly improved, outperforming the original system in terms of student participation rates, evaluation effectiveness, and feedback rates. This article summarizes the experience of the evaluation system reform and proposes future prospects, offering valuable insights for the reform of medical education evaluation.
Objective To evaluate the role that problem based learning (PBL) teaching plays in the education of doctors. Methods A total of 240 7-year students who entered the China Medical University in Shenyang in 2004 were divided into two groups: one group used PBL teaching model while the second group used a traditional teaching model. There were 120 students in each group. At the end of the teaching, a questionnaire on PBL teaching model was distributed to the both groups. We organized and classified answers to the questionnaire and conducted statistical analyses. Results Problem based learning is a model for education in which students dominate the course, question the case, look for evidence, participate in the group discussion and reach resolution. This emphasizes the process of learning and the training of student abilities, instead of the teaching of knowledge only. PBL is more effective at meeting the requirements of the global minimum essential requirements in medical education (GMER). Conclusions PBL teaching plays an important role in the training of doctors
Debriefing has been identified as the most critical and important component in simulation-based education. Usually, debriefing following medical simulation is facilitated by a clinician (the debriefer). However, the shortage of clinical teachers due to the huge clinical workload has been the main obstacle for simulation-based medical education. Peer debriefing has been proved to be an effective alternative strategy to instructor-based debriefing, which might not be inferior to instructor-based debriefing. This review summarizes the application of peer debriefing in simulation-based medical education, and provides useful information for future practice in healthcare simulation.
With the development of computer technology, artificial intelligence (AI) has gradually been applied to various industries in society. In the healthcare industry, AI provides more choices for disease diagnosis and treatment, and also brings new vitality to the development of clinical medicine. In order to better promote the use of AI technology to improve the quality of otolaryngology teaching, this article provides a brief overview of the application of AI in otolaryngology, including the use of neural networks, deep learning for image analysis, disease diagnosis and treatment. It also discusses the significance and implementation methods of AI application in otolaryngology teaching from several aspects such as course design, teaching practice, and effectiveness assessment.
Interventional radiology is an emerging discipline based on image-guided minimally invasive diagnosis and treatment. The number of interventional procedures performed is increasing year by year, resulting in a dramatic increase in the demand for interventional radiologists. Procedure training systems based on virtual reality (VR) technology simulate real interventional procedure through real-time interaction between hand manipulators and virtual environments, allowing physicians to experience real interventional procedures during training and reducing training time and costs. A growing number of medical schools are now adopting VR simulated training systems for interventional procedure training. This article reviews the relevant research progress of VR simulation interventional procedure training system in recent years and discusses the development prospects of VR technology in interventional procedure training.
Objective To optimize the medical humanities training course in postgraduate medical education. Methods From 2018 to 2020, based on instructional system design (ISD) model of the “analyze-design-exploit-implement-assess” 5 steps, the current situation and existing problems were analyzed through literature review, and the postgraduate trainees’ cognitions and demands for the training course were surveyed. According to the content of the questionnaire, the curriculum was designed and implemented, and the curriculum satisfaction survey was conducted. Results A total of 532 postgraduate trainees participated in the cognitions and demands questionnaire survey, and the postgraduate trainees had high demands for humanistic training courses (88.53%). A total of 827 postgraduate trainees participated in the curriculum satisfaction survey. The trainees’ satisfaction to the training courses was more than 90%. Conclusion The medical humanities training courses based on ISD model get good results, which can provide a useful reference for the curriculum design of medical humanities education in each stage.
Global Minimum Essential Requirements (GMER) is focused on training medical students to equip them with the scientific foundation of medicine, clinical techniques, a doctor’s professional ethos, social sciences, health economics, medical information management and communication skills, etc. Based on GMER and its evaluation and through the integration of GMER’s seven requirements into the objectives of the clinical-medicine major, Shanxi Medical University is reforming medical education to carry forward high quality education in a comprehensive way. These reforms include adjustments in the content, methods and means of the teaching in order to improve teaching conditions and optimize the curriculum structure, and to enhance the quality of education. At the same time the management system is being reformed and sustainability-featured mechanisms of management and operation are being created, to make simulated hospital a base wherein GMER is fully followed. Simulated hospital for clinical teaching is built to cultivate the students’ abilities in clinical thinking and clinical education. This takes into full consideration training in professional quality, the cultivation of students’ comprehensive ability and GMER’s aim of reaching the final objective, namely, the following four transformations of the students: from essential knowledge to clinical practice, from single technique to all-round ability, from patterning thought to integrated and innovative thought and from a student of clinical medicine to a professional doctor. The objective is to fulfill the task of teaching clinical medicine in a more favorable way, promoting the reform and development of China’s medical education and keeping pace with changes in medical education elsewhere in the world.
The continuing medical education system of West China Hospital of Sichuan University is based on whole life cycle. We actively promote the continuing education, systematize and institutionalize the top-level design, and adopting flexible and diverse training methods. It is of great significance for a staff's entire career to continuously improve professional accomplishment, specialized knowledge and working skills, to adapt to the development of medical science and technology and the reform of health service, and to drive hospital innovation and high-quality development, so as to eventually achieve the goal of "double first-class" construction.
ObjectiveTo investigate the situation of further medical education in students in our hospital from 2010 to 2014, and provide insights into how to elevate the teaching and management quality of continuing medical education (CME). MethodWe collected and statistically analyzed the electronic information of students in our hospital between January 2010 and 2014 December, including gender, ethnicity, age, education, and job title. ResultsThere were totally 7 478 students who received further education in the five years, and most of them were between 26 and 35 years old with junior titles and bachelor's degree. The number of students from minorities, county hospitals, medical school affiliated hospitals, provincial hospitals and hospitals from other provinces increased year by year. But there were still some problems in the present situation of further medical education in our hospital, including: lacking detailed publicity work, complicated student sources, different working capabilities of the students, and difficult regulation of uniform education planning. ConclusionsTo solve the problems, we need to properly balance the number of students and the quality of the training, make scientific enrollment plan, strengthen the CME publicity work, improve the quality of students, draw up differentiation cultivation plan, strictly implement examination and evaluation, and constantly improve the information feedback system.