Under the direct leadership of the Chinese Association Against Epilepsy (CAAE), the preparation of the “Training and examination syllabus of competency-based epilepsy education” was officially launched in March 2020. The Epilepsy Education Task Force of CAAE made reference mainly to the “Roadmap for a competency-based educational curriculum in epileptology” proposed by the report of the Epilepsy Education (EpiEd) Task Force of the International League Against Epilepsy, considered the actual situation of specialization in epilepsy at the different level hospitals in China, and finished the final draft after full discussion by the experts in relevant fields. The syllabus was divided into two parts: primary and intermediate level, in which a modular and layered design was adopted and the teaching requirements according to mastery, familiarity, and understanding were proposed. After the syllabus was finalized, it was used as a guideline in the subsequent online training and the primary and intermediate level examinations, which played an important role in cooperating with the smooth implementation of the “competency-based epilepsy education”.
ObjectiveTo explore the implementation of standardized training of general practitioners system in China. MethodsA total of 25 bases of training general practitioners and its collaborative community service centers, which were located in the east and western region of China, met the inclusion criteria; qualitative interviews and questionnaires were done between November 2012 and November 2013, including 456 teachers, 281 students, and 166 teaching management staff. Survey content involved implementation of standardized training system, teaching method and so on. ResultsSatisfaction rate of training general practitioners training system with teachers, students, and administrators was 76.2%, 71.3%, and 86.3%, respectively (χ2=92.372, P<0.001). The average satisfaction rate of training model, teaching programme, teaching materials, teaching arrangements, the examination system, the quality of training, and supporting policies was 95.7%, 92.1%, 73.8%, 65.7%, 72.5%, 86.8%, and 48.9%, respectively (χ2=813.196, P<0.001). Satisfaction rate of teaching method with teachers, students, and administrators was 81.1%, 74.4%, and 67.7%, respectively (χ2=40.159, P<0.001). ConclusionSatisfaction rates of training general practitioners training system and teaching method with teachers, students, and administrators are low. The main impact factors are:the syllabus and textbooks are not practical, qualified teachers are short, teaching arrangements is unreasonable, teaching content is specialization, government support is inadequate and so on.
We aimed to investigate the improving measures of the training of research ability in cardiothoracic surgical resident. We analyzed the current training status of researching ability in residents by reviewing relevant literatures and combing with the actual situations. There are still some aspects of the training program for research ability in cardiothoracic surgical resident needing further improvements, such as training system, assessment system. Scientific research ability is one of the basic abilities for cardiothoracic surgical resident. Strengthening the training of research ability for cardiothoracic surgical resident is propitious to the long-term development of the doctors' career.
ObjectiveTo investigate the effect of constructing new nurse training system on the competency of the nurses. MethodsA total of 192 new nurses who started their career in 2012 and 2013 were divided into two groups based on the time. Ninety-six of them who became nurses in 2012 were regarded as controls, and they received traditional training, while the other 96 new nurses of 2013 were chosen to be the experimental group, and they accepted the new training model for all-round training. Then, we compared the two groups of nurses in terms of their theoretical knowledge, operative skills and comprehensive ability. ResultsThe theoretical knowledge, operative skills and comprehensive ability scores of nurses in the experimental group were all significantly higher than the control group, while the error rate of the experimental group was significantly lower, and the differences were statistically significant (P<0.05). ConclusionThe new nurse training system can improve the nurses' competency, which can provide a reference for standardized training of nurses.
Objective To explore the short term and long term effectiveness of the problem-based learning (PBL) in clinical skill training. Methods A total of 162 clinical medicine undergraduates in Grade 2003 (7-years study) and 2004 (5-year study) who were supposed to intern in the internal medicine departments were randomly divided into the PBL group (n=75) and the control group with traditional training (n=87) for having their clinical skills training. Then t test was applied to compare the two groups about the scores of intern rotation examination and graduate OSCE as well. Results About the baseline: the students in the two groups got similar scores in their internal medicine exam before clinical intern rotation (84.04±7.40 vs. 82.63±8.77, P=0.287). About the short term effectiveness: compared to the control group, the students in the PBL group got higher subjective evaluation from their supervised clinicians (P=0.006). In writing examination, the students of those two group got similar scores in knowledge part (54.17±9.26 vs. 51.67±9.56, P=0.92), while the PBL group won in case reasoning question (20.39±5.27 vs. 16.51±4.90, Plt;0.001). About the long term effectiveness: in the graduate OSCE, the two groups got similar scores in skills operation such as punctures and lab results analyses (P=0.567 and P=0.741), while the students in the PBL group had better performance at the case reasoning and standard patients treating (75.59±9.85 vs. 71.11±12.01, P=0.027). Conclusion With the great short term and long term effectiveness, the PBL applied in the clinical skill training improves the students’ ability of both synthesized analyses and the integrated clinical skills such as clinical thinking and interpersonal communication, but doesn’t aim at the basic knowledge and operation skills.
ObjectiveTo explore the effect of case-based learning combined with scenario exercise on nosocomial infection prevention and control training.MethodsClinical nursing students who entered the Department of Western & Traditional Chinese Medicine between September 2018 and November 2019 were selected. These students entered in groups. According to the entry number, the groups were divided into trial group and control group by odd or even numbers. The two groups of nursing students were trained by the infection prevention and control nursing group of the department to prevent nosocomial infection on the first day of entering the department. The trial group adopted case-based learning combined with scenario exercise, while the control group adopted traditional lecture-based learning. The two groups were compared by hand hygiene compliance rate, hand hygiene accuracy rate, clinical waste classification and disposal accuracy rate, occupational exposure, nosocomial infection prevention and control assessment scores, and teaching method satisfaction.ResultsA total of 63 nursing students from 10 groups were enrolled. There were 32 students from 5 groups in the control group and 31 students from 5 groups in the trial group. The hand hygiene compliance rate (χ2=8.434, P=0.004), clinical waste classification and disposal accuracy rate (χ2=4.196, P=0.041), nosocomial infection prevention and control assessment scores (t=3.145, P=0.003) and satisfaction scores of teaching methods (t=2.446, P=0.017) in the trial group were all higher than those in the control group. There was no occupational exposure in the trial group, but 1 case in the control group. The correct hand hygiene rates of the two groups were both 100%.ConclusionCase-based learning combined with scenario exercise can effectively improve the awareness of nosocomial infection prevention and control, improve the knowledge and skills of nosocomial infection prevention and control, improve the effectiveness of nosocomial infection prevention and control training, and increase the satisfaction of clinical teaching.
Objectives To survey the training needs of the management reserve talents in West China Hospital of Sichuan University, so as to provide evidence for improving the pertinence and effectiveness of the training system. Methods A survey of training needs in terms of training contents and methods was performed on 181 management reserve talents in our hospital by self-designed questionnaire. The survey results were descriptively analyzed based on rate and percentage. Results Among the 181 questionnaires issued, 148 (81.8%) were recovered. For the training contents, 59.5% of them concerned more about enhancement of management ability, with the top three most preferred training contents as personnel management, systematic management thinking, and work management. For the training methods, internal training, external communication, and external teachers were the three most preferred. Conclusions To enable the management reserve talents transit from medical to management positions, the hospital should classify them according to the needs and requirements of the organization, the position and the talent him/herself. Based on such classification, customized training can be carried out with innovative training modules.
ObjectiveTo explore the management mode of head nurse-grading training, in order to enhance the management of nursing care and promote nursing quality. MethodFrom June 2013 to June 2014, we established head nurse-grading training management institutions and designed the head nurse-grading training management scheme, based on which we carried out training for assistant nurses, nursing officers, and new and old head nurses. The effects were compared before and after the training. ResultsAfter the implementation of grading training of head nurses, the quality of nursing management, nursing quality, satisfaction of nurses and patients were all significantly improved (P<0.05). ConclusionsGrading training for head nurses and let the most appropriate nursing staff work at the best of time on the most needed jobs can constantly improve quality of care and meet the needs of nurses and patients.
Objective To get known the existing problems in rural primary physicians training in Gansu province, so as to explore an appropriate training mode for Gansu province. Methods This study conducted a comprehensive analysis by combining literature analysis, on-site survey and interview. Such databases as CNKI, VIP and CBM were searched to include literature published before November 2011, and the references of the included literature were also retrieved. The qualitative analysis was performed after assessing the methodological quality of the included literature according to self-designed criteria. Additionally, the rural primary hospitals in Gansu province were classified according to their geographical position and economic development level, total 10 township hospitals were randomly selected by cluster sampling, and the following stuffs participated various trainings in past 3 years were on-site-investigated: clinical doctors, nurses, medical technicians, and medical administrators, in aspects of training time, place, contents, modes, and effects. Results The existing problems in primary physicians training modes in Gansu were as follows: uneven training levels, lack of targeted contents, neglect of skill training and process management, and absence of quality assessment of training processes and effects. Conclusion The training modes require that: a) specific plans and schemes; b) unified organization to integrate educational resources effectively; c) reasonable arrangement of implementation process, and d) innovation of training methods and contents to fully play the role of general hospitals and universities; and well control and feedback to promote the integration and perfection of training modes.
ObjectiveTo discuss the present situation of emergency physicians' communicational ability and the intervention measures. MethodsWe investigated 66 students who participated in continuing medical education of "emergency physicians' communication skills training course" from 2010 to 2013. All students accepted systematic training. After the training, we did the investigation again, and then made a comparison before and after the training. ResultsA major 78.8% of the students in this training had never taken part in the training of communication skills before; 51.5% of the students thought that the improvement of communication ability could be achieved mainly through long-term accumulation of clinical experiences. Students' self-evaluation showed that communication problem occurred 2 times a year in 10.6% of them, 3 times in 22.7%, 4 times in 24.2%, and five or more times in 34.8%. Students' role playing score in the scenario training rose from 5.374±0.686 to 6.717±0.517 after the training, and the difference was statistically significant (P=0.024). ConclusionEmergency physicians lack knowledge of communication skills which needs to be improved. Through training, the skills can be improved significantly.