Within the context of the "Healthy China Strategy" and the "Biology-Psychology-Society" medical model, the goals, content and methods of medical education have undergone tremendous changes. To keep up with the pace of development of medical technology and medical concepts, medical education requires major reforms, and medical teaching models requires reconstruction. Based on previous investigations and discussions and considering the West China medical education as an example, this paper summarizes the difficulties that will be faced in the transformation and reform of modern medical education and discusses and analyzes the future direction of medical education reform.
Taking the actual situation of the undergraduate medical education in West China School of Medicine, Sichuan University as the real-world reference, combining with literature review, this article analyzes the internal strengths and weaknesses, as well as the external opportunities and threats of the novel teaching system in medical education which combines the online-merge-offline (OMO) approach with inquiry-small class model, and provides deep insights into the opportunities and challenges of the teaching system after matching the influential factors based on the SWOT-CLPV matrix model. Based on these analyses, this article discusses the application of the teaching system combining the OMO approach with inquiry-small class model in medical education in the post-epidemic era, so as to provide a reference and guidance for further popularizing the teaching model and enhancing the quality of medical education to a new level.
The development of the fifth generation mobile networks (5G) technology has brought great breakthroughs and challenges to clinical medicine and medical education. In the context of “5G + medicine”, the development of telemedicine, emergency rescue, intelligent analysis and diagnosis has opened up new horizons for clinical medicine. Facing the constant impact of high technology, the focus of medical education should be on the cultivation of students’ integrated medical view, critical thinking, communication abilities and skills, and creativity. The “5G + education” model will be presented by means of virtual reality, artificial intelligence, cloud computing and other technologies, providing a new direction for the development of medical education. This article summarizes the key points and prospects of medical education under 5G technology in order to provide a reference for the field of medical education to adapt to the changes in the 5G era.
Objective To assess the effectiveness of the course of “Being a Friend with Patients”. Methods There were three parts in this course: (1) To experience what the empathy was, by counseling activities; (2) To accompany patients in hospital; (3) To share the experience after accompanying. There were 118 participants who were freshmen at the end of 2005. Results and Conclusions According to feedback from the students, they understand empathy and how the patients feel after the counseling. The course is accepted by all students. It may help students to be more attentive to and concerned about their patients, and to provied help for them.
Medical education is undergoing the transition from traditional classroom teaching to more diversified " inside-and-outside-class collaborative teaching”, that is, extracurricular teaching has become an important supplement to medical education. The academic societies of medical students are important platforms in medical education. With the increasing of academic societies in medical colleges, the coordination and balance between community construction and student development requires deep thinking and investigation. The society should develop under the ideas of " following the initial intention - realizing transformation - promoting innovation”. The society-based extracurricular teaching should be performed in the manner of capacity-directing " translational teaching”. The society needs to carry out the " personalized and advanced” training to improve the scientific research or innovation capacity of individual medical student. This paper aims to discuss key points on the construction and management of academic society of medical students at the micro-level, to provide references for single society’s development.
Systems-based integrated course is a advanced and mainstream educational mode in western medical education, and also it is a hotspot of current medical education reform in China. In this article, we introduce our practice and the students' feedback of the orthopedic module of 8-year clinical medicine systems-based integrated course. During practice, we follow the integral curriculum design of Sichuan University, establish a team of teachers, integrate the curriculum of relevant disciplines, and improve teaching methods, ameliorate evaluation forms, etc. Through the implementation of this course, we recognize that this new course system aims to cultivate excellent clinical doctors, which focuses on the bilateral permeation and reconstruction among disciplines, especially between basic curriculums and clinical curriculums, changes traditional teaching methods, and strengthens the ability of practice and lifelong learning.
Objectives To train postgraduate medical students the ability of effectively using network resources and independently studying, and to explore new model of clinical liver cancer teaching. Methods The teaching model of problembased learning (PBL) to clinical liver cancer teaching was applied. Results The teaching model of PBL changed graduate student the status of passive acceptance to active participation. The teaching process was full of livingness, and the teaching quality was improved.Conclusion The teaching model of PBL can break through the limitations of passive acceptance of book knowledge in traditional teaching model and improve the ability to handle the comprehensive clinical knowledge of liver cancer, which provides a new model to the teaching of liver cancer to graduate medical students in clinic.
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.