Objective To analyze the challenges and growth of the clinical medicine undergraduates who participated in the China Scholarship Council funded international research exchange program, to provide a basis for the policy formulation and management of the follow-up projects. MethodsClinical medicine undergraduates from West China School of Medicine, Sichuan University who participated in the China Scholarship Council funded international research exchange program from 2013 to 2019 were selected. The survey was conducted using a self-designed questionnaire. Results A total of 64 clinical medicine undergraduates were surveyed. The laboratory safety training rates in the United States, Canada, and China were 100.00% (34/34), 100.00% (30/30), and 70.31% (45/64), respectively. The laboratory technical training rates were 97.06% (33/34), 90% (27/30), and 43.75% (28/64), respectively. During the experimental process, clinical medicine undergraduates from the United States [94.12% (32/34)], Canada [93.33% (28/30)], and China [65.63% (42/64)] would seek assistance from relevant personnel. The difficulty (H=47.798, P<0.001) and convenience (H=30.135, P<0.001) of booking laboratory instruments and equipment vary among the three countries. There were no statistically significant difference in the frequency, form, and research direction sources of guidance from mentors (P＞0.05). Majority of students thought the experience was helpful for scientific research thinking (59 people) and experimental skills (52 people), with 23 people obtained research output. Despite encountering challenges in study (11 people), life (8 people), language (14 people), and culture (11 people), the experience had positive impact on hobbies (35 people), independent living ability (55 people), and self-confidence (41 people). The students also had developed an international perspective (61 people), improved English ability (59 people), and progressed self-learning ability (57 people). Conclusions By participating in international research exchange programs, undergraduates can enhance their comprehensive research ability. Although there may be problems and challenges during the adaptation process, it also brings growth and self-confidence at the same time.
Objective To assess the effectiveness of evidence-based medicine for improving core competencies of undergraduate medical students. Methods MEDLINE, ERIC, Academic Source Premier, Campbell Library databases and three Chinese Databases (CBM, CNKI, VIP) were searched from January 1992 to May 2009.We also used Google to searching related literature. The design is a systematic review of randomized, non-randomized, and before-after studies. Two reviewers did study selection, quality assessment, and data abstraction independently. Different opinions were resolved by consensus. We used an adaptation of the quality measure from Gemma Flores-Mateo et al to assess the quality of selected studies. And descriptive analysis was conducted. Results A total of 17 studies met the selection criteria, 2 of them were of high quality, the others were of moderate quality. Studies involved Competencies of Scientific Foundation of Medicine, Clinical Skills, and Management of Information. Conclusion Competencies of Scientific Foundation of Medicine, Clinical Skills, and Management of Information are improved by evidence-based medicine teaching. No study on professional values, attitudes, behavior and ethics, population health and health systems, management of information, critical thinking and research is available. It is impossible to assess the four domains above.
ObjectivesTo assess the effectiveness of BOPPPS method in teaching of evidence-based medicine for undergraduates.MethodsTwo classes from the first and second clinical medical college of Lanzhou University were randomly selected as BOPPPS group and traditional teaching group, respectively. The examination scores and questionnaire were used in combination to evaluate the teaching effectiveness. EpiData 3.1 software was used for data entry. SPSS 23.0 software was used for statistical analysis.ResultsA total of 25 students were in BOPPPS group and 26 in traditional teaching group. Baseline characteristics such as gender, age, participation in scientific researches, publication of articles were balanced between two groups. The score of the BOPPPS group was higher than that of the traditional teaching group, and there was a significant difference between two groups in evidence searching, evidence evaluation and total score (P<0.05). Compared with traditional teaching group, more students from BOPPPS group deem that study interest, learning initiative, problem analysis and solving capability, self-study capability, communication between teachers and students, information acquisition capability, information analysis and utilization capability, speech capability and so on are improved, and there was a significant difference between the two groups (P<0.05).ConclusionsThe BOPPPS teaching mode is beneficial for undergraduates to improve innovative and practical capability, and improve quality and effectiveness of evidence-based medicine teaching.
ObjectiveTo investigate the status quo of readiness for and attitude towards interprofessional learning among sophomore undergraduates and analyze the correlation between them, so as to provide a reference for the development of interprofessional education in China.MethodsFrom September to November 2018, with the convenience sampling method, the Chinese versions of Readiness for Interprofessional Learning Scale and Interdisciplinary Education Perception Scale were used to carry out a cross-sectional study among the second-year undergraduates of 2017 from a medical university in Nanjing.ResultsA total of 341 sophomores were surveyed. The median score of readiness for interprofessional learning was 69.00 with the interquartile range being 11.00, and the median score of attitude towards interprofessional collaboration was 86.00 with the interquartile range being 14.00. Additionally, there was a positive correlation between interprofessional readiness and attitude (rs=0.282, P<0.001).ConclusionSophomore undergraduates are generally in a positive state of readiness for interprofessional learning as well as attitude towards interprofessional collaboration, and there is a positive correlation between interprofessional readiness and attitude, suggesting that it is worth considering to carry out interprofessional education activities among medical sophomore undergraduates.
【摘要】 目的 了解科研志愿者参与科研活动的现状及满意度，为促进本科生科研能力培养提供决策建议。 方法 以参与四川大学华西临床医学院循证医学中心及多学科综合治疗（MCQ）两项科研志愿者活动的407名同学为调查研究对象，采用自制问卷表进行调查。对数据进行描述性分析和Logistic回归分析。 结果 发放问卷407份，回收有效问卷351份，有效回收率86.24%。80.6%的受访对象对目前参与科研活动现状表示满意。认为限制工作进展的主要因素是缺乏相关基础知识和基本技能（占34.7%）以及缺乏时间（占31.6%）。21.1%的科研活动无固定的组织模式。96.2%的受访对象表示有必要进行活动成果展示。是否有导师指导、是否有知识传授和技能培训以及对活动组织模式是否满意是影响科研志愿者对科研活动满意度的主要因素（P值分别为0.027、0.011和0.000）。 结论 志愿者参与科研活动的满意度总体较高;满意度受到多种因素影响。建立科研志愿者招募体系、完善科研能力培养层次、加强科研团队组织建设、规范管理运作机制、嵌入科研课程并加强科研成果展示有助于提升本科生科研活动的参与率及满意度，对医学本科生科研能力培养具有积极作用。【Abstract】 Objective To study the current status and satisfactory degree of student volunteers’’ participation in scientific research, so as to provide suggestion for improving the scientific research capability of medical undergraduates. Methods Carried out a survey on 407 student volunteers from EBM (Evidence-Based Medicine) and MCQ (Matrix clinical quality) research program in West China Medical School, Sichuan University with self-designed questionnaires.The data was described and analyzed with logistic regression. Results A total of 351 (86.24%) valid questionnaires were retrieved among all the 407 questionnaires assigned.80.6% of the respondents were contented with the current situation of scientific volunteers’ program.34.7% of respondents thought that lack of basic knowledge and skill was the main factor that limited the progress of their research work.While for another 31.6% respondents, the main limited factor was lack of extracurricular time.21.1% of research activities were not operated in a standardized organizational mode.96.2% of the respondents emphasized on the necessity of exhibiting their works and achievements in public.“Tutor’s instructions”, “training on basic knowledge and skills” and “organizational mode” were the main factors which affect the satisfactory degree on scientific volunteer programs (P=0.027, 0.011, and 0.000, respectively) . Conclusion The satisfactory degree of students who participated in scientific volunteer programs is generally satisfying, however affected by various factors. Increase of participation rate in scientific research program can be attributed to factors such as establishment of a scientific volunteer recruitment system, improvement of students’ research capability, standard organizational modes, standard managing and operating mechanism, embed training lessons into courses
Objective To explore the role of using a workshop combined with diversified teaching model in undergraduate general practice. Methods Undergraduate students who enrolled in the Class 2022 general medicine course of Shanghai Jiao Tong University School of Medicine were selected between February and June 2023. Two classes were selected from undergraduate students who enrolled in the Class 2022 general medicine course using a simple random sampling method. One class was selected as the control group (using the workshop teaching mode), while the other class was selected as the experimental group (using the workshop combined with diversified teaching mode). The evaluation of teaching effect, teaching satisfaction, career intention and final scores of the control group and the experimental group were compared. Results A total of 120 students were included, with 60 students in each group. There was no statistically significant difference in the gender, age, and previous general medicine course exam scores between the two groups (P>0.05). The evaluation of teaching effect by the experimental group was higher than that of the control group (P<0.05). The teaching satisfaction scores of the experimental group on teaching atmosphere (85.16±9.44 vs. 81.65±8.15), teaching mode (86.30±9.12 vs. 79.27±9.33), and teaching management (84.20±7.05 vs. 80.10±7.15) were higher than those of the control group (P<0.05). The experimental group had a higher career intention than the control group (45 vs. 32 people; χ2=6.125, P=0.013). The theoretical course scores (71.77±7.10 vs. 66.14±7.45), internship scores (10.32±3.34 vs. 8.58±2.56), and total scores (82.09±9.36 vs. 74.58±8.45) of the experimental group were higher than those of the control group (P<0.05). Conclusion The application of workshop combined with diversified teaching mode in undergraduate general medicine course teaching can improve students’ evaluation of teaching effect, teaching satisfaction and final scores, as well as change students’ career intention.