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Objective:To recognize the overall situation of the core competency of medical professional postgraduate, analyze the advantages and disadvantages of the training process, and provide basis for better optimization and revision of training objectives and training plans.Methods:An anonymous online questionnaire was conducted among 264 postgraduates majoring in clinical medicine to recognize the cognition and self-evaluation of core competence, and analyze the differences in scores of different grades and types. SPSS 23.0 was used for independent-samples t test; and one-way analysis of variance to analyze categorical variables. Results:The doctoral degree students' core competency results were higher than those of master degree students, and those of the senior students were higher than junior students ( P<0.05). "System Improvement Ability" [master degree students (2.94±1.07), first-year students (2.82±0.97)], "Patient Management" [(first-year students (2.77±1.22)], "Academic Research" [first-year students (2.90±1.03)], and 4 other indicators were the weakness of students (all less than 3 scores). Conclusion:The students have a good sense of professional identity for doctors. The different depth of the clinical practice education is the possible cause which brings about the differences among students with different degrees. We should focus on strengthening the training for the "shortcomings" in the core competence of students.
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The competency-based medical education has formed a global trend, and puts forward a greater challenge for educational design of resident training. The traditional curriculum cannot meet the goal of competency-based education as the curriculum design is lack of theoretical support. Curriculum design is the core of training content, and serves as a significant contributing factor of training outcome. Based on the six-step approach curriculum design, the theory and practice are integrated to form a curriculum design based on theoretical guidance. Through feedback evaluation, the current curriculum design is continuously improved in order to achieve a higher competency-based training quality. With the 5-year experiences and practice, preliminary reform demonstrates effectiveness. The current study hopes to share the teaching reform experiences of residency training base and provide references for colleagues of medical education.
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Objective To evaluate the reliability of objective structured clinical examination based on standardized patients in clinical skill test for medical students.Methods To analyze the scores of 8 stations OSCE by applying multivariate generalizability theory.Results The relative G coefficient of the 8 stations OSCE was 0.886, and the absolute G coefficient was 0.883.Conclusions Multivariate generalizability theory is an objective and scientific method to evaluate the OSCE stations, and the analysis results facilitate to improvement the practice interms of quality and efficacy.
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Objective To confirm that if the integrality of NF has effect on the shape and distribution of NLY. Methods using SABC monocolon antibody immunohistochemistry,electron microscopy,immunocytochemistry, and enzymocytochemistry to observe the disorder of NF-H and the changes of distribution and shape of NLY after vanadate treated. Results When the integrality of NF was damaged, the proteins of NF gathered towards nuclear accompany with the similar movements of NLY, meanwhile the shape of NLY also changed into round from thread-like shape.Conclusion Through different ways we used, vanadate can over-phosphate NF proteins and destroy the assemble ability. Whether NF has a complete structure is important to the shape and distribution of NLY, which will be changed when the structure of NF is disorganized.