Unveiling the Clinical Spectrum of Post-COVID-19 Conditions: Assessment and Recommended Strategies.

SARS-CoV-2 caused the pandemic of the rapidly evolving COVID-19. As of December 6, 2023, there were 765,152,854 COVID-19-recovering cases. Long-term consequences known as "long COVID" and "post-COVID-19 conditions" (PCCs) or "post-acute COVID-19 syndrome" are being reported more frequently in a subset of recovering patients. Systemic, neuropsychiatric, cardio-respiratory, and gastrointestinal symptoms are the most prevalent. The management of PCCs poses unique challenges due to the lack of official guidelines and the complex nature of the illness. This abstract highlights key principles derived from recent reviews and expert recommendations to provide healthcare professionals with a comprehensive approach to manage post-COVID-19 patients. Preventive medicine plays a crucial role in managing PCCs. While no specific medications are available for treatment, preventive measures such as COVID-19 vaccination, adherence to precautionary measures, regular consultations with medical professionals, monitoring symptoms and progress, and seeking information on symptom management are essential to assist patients in their recovery and improve their quality of life. Medical management requires transparent goal-setting and collaborative decision-making based on the patient's symptoms, comorbidities, and treatment objectives. Treatment plans for post-COVID-19 patients should focus on patient education, using registries and calendars to track symptoms and triggers, providing support and reassurance, and offering holistic support through peer networks and supportive psychotherapy techniques. Symptomatic and rehabilitative care, including well-established symptom management techniques, physical rehabilitation programs, and addressing mental health and well-being, are vital components of post-COVID-19 management. Lifestyle factors such as stress reduction, nutrition, and sleep should be incorporated into managing underlying medical conditions in post-COVID-19 patients. Regular follow-up visits and referrals to specialists are recommended to monitor the patient's progress and address specific organ system involvement or additional care needs. In summary, for the effective management of PCCs, a holistic approach should include preventive measures, patient education, supportive psychotherapy, symptomatic and rehabilitative care, medical management, counseling on lifestyle elements, and appropriate follow-up plans. However, it is crucial to stay updated with evolving guidelines and recommendations from healthcare authorities to provide the most effective and evidence-based care to post-COVID-19 patients.

A "fractal" expander-compressor-supplier formative research method on array processing.

In the present research the typical triangle on formative research was extended to a double triangle for an overall career programme (here expander/ compressor) and funnel proposal was explored in a single course (as a "fractal" method). Array processing and ElectroEncephaloGram (EEG) techniques have been incorporated into a Digital Signal Processing (DSP) course and research projects. The present research question was: is it possible to insert array sensing on formative research in an undergraduate course of DSP? From over eight years, two semesters with different homework loads (homogeneous triangle vs expander-compressor-supplier distributions) were analysed in detail within the DSP evaluations and students chose between experimental applied analysis and a formative research project. Results showed that cognitive load was influenced positively in the expander-compressor-supplier distribution, showing that an increase of the efficiency undertook more undergraduate research on array processing and the decrease of the number of formative applied projects. Over a longer term (48 months) students undertook more undergraduate research works on array processing and DSP techniques. Supplementary Information: The online version contains supplementary material available at 10.1007/s10639-023-11837-y.

A vision sensing-enhanced knowledge graph inference method for a healthy operation index in higher education.

We adopted the method of knowledge mapping to conduct in-depth visualization to propose the construction method of knowledge mapping-based inference of a healthy operation index in higher education (HOI-HE). For the first part, an improved named entity identification and relationship extraction method is developed, incorporating a vision sensing pre-training algorithm named BERT. For the second part, a multi-decision model-based knowledge graph is used to infer the HOI-HE score by using a multi-classifier ensemble learning approach. The combination of two parts constitutes a vision sensing-enhanced knowledge graph method. The functional modules of knowledge extraction, relational reasoning and triadic quality evaluation are integrated to provide the digital evaluation platform for the HOI-HE value. The vision sensing-enhanced knowledge inference method for the HOI-HE is able to exceed the benefit of pure data-driven methods. The experimental results in some simulated scenes show that the proposed knowledge inference method can work well in the evaluation of a HOI-HE, as well as to discover some latent risk.

Research on cross-cultural adaptation and educational management of international students in China: Case of African students at Zhejiang Normal University.

With the closer China-Africa relations and the vigorous development of the country's education for international students, the number of African students studying in China has surged, and the difficulty of education management in colleges and universities has increased accordingly. Many scholars have conducted in-depth research on the educational management model, educational management policy, educational management status and optimization strategy for international students in China. However, the existing research dimensions are relatively single and lack of comprehensiveness. This study takes the educational management practice of African international students in Zhejiang Normal University as the breakthrough point and introduces the investigation of international students' cross-cultural adaptability. A sample of African students coming to China is selected from Zhejiang Normal University (n = 475). This study designs a questionnaire based on the dimensions of enrollment management, teaching management, and daily management combined with the teaching satisfaction, cultural adaptability, and emotional attitude of African international students in China. After data analysis with SPSS 26 and AMOS 24, it can be found that enrollment management is significantly positively correlated with the time in China. Teaching management is positively correlated with age, educational background and it is positively correlated with enrollment management. Differentiated management is positively correlated with Chinese proficiency, and it is positively correlated with enrollment management and teaching management. The recognition of management staffs is positively correlated with enrollment management, teaching management and differentiated management. Teaching satisfaction is positively correlated with enrollment management, teaching management, differentiation management and recognition of management staffs. Cultural adaptation is significantly positively correlated with Chinese proficiency, enrollment management, teaching management, differentiated management, recognition of management staffs, and teaching satisfaction. Emotions and attitudes are significantly positively correlated with age and time in China, and it is positively correlated with teaching management, the recognition of management staffs, teaching satisfaction, cultural adaptation, and academic qualifications. Through in-depth analysis, it can be found that there exist problems in the current education management of African international students, such as insufficient enrollment channels, incomplete enrollment promotion, unreasonable curriculum settings, inadequate implementation of the tutorial system, and excessive differentiated management. In order to further improve the quality of educational management for African international students in China, countermeasures such as adhering to the idea of "a community with a shared future for mankind" to optimize the enrollment management; advocating the value of "harmony but different" to improve teaching management; implementing the "people-oriented" service tenet to improve daily management; deepening community value identification to promote students' cross-cultural adaptation should be implemented.

Application of PDCA cycle in the teaching of residency diagnosis and treatment ability of endocrine and metabolic diseases / 中华医学教育探索杂志

To evaluate effects of PDCA cycle in improving residency diagnosis and treatment ability of endocrine and metabolic diseases, this paper selected the problems of insufficient diagnosis and treatment ability in the results of the endocrinology examination paper as the research breakthrough point, and investigated 62 residents receiving standardized residency training to analyze main reasons of the problems such as "busy clinical work", "special clinical thinking" and "difficult to remember knowledge of endocrinology". The study implemented information-based teaching and daily self-education, followed the law of memory, strengthened the construction of teaching staff, improved teaching methods, etc., and effects of these methods were assessed after the teaching. It's found that the application of PDCA cycle can improve the residents' ability of clinical diagnosis and treatment in endocrine and metabolic diseases.

Combining Child Functioning Data with Learning and Support Needs Data to Create Disability-Identification Algorithms in Fiji's Education Management Information System.

Disability disaggregation of Fiji's Education Management Information System (FEMIS) is required to determine eligibility for inclusive education grants. Data from the UNICEF/Washington Group Child Functioning Module (CFM) alone is not accurate enough to identify disabilities for this purpose. This study explores whether combining activity and participation data from the CFM with data on environmental factors specific to learning and support needs (LSN) more accurately identifies children with disabilities. A survey on questions related to children's LSN (personal assistance, adaptations to learning, or assessment and assistive technology) was administered to teachers within a broader diagnostic accuracy study. Descriptive statistics and correlations were used to analyze relationships between functioning and LSN. While CFM data are useful in distinguishing between disability domains, LSN data are useful in strengthening the accuracy of disability severity data and, crucially, in identifying which children have disability amongst those reported as having some difficulty on the CFM. Combining activity and participation data from the CFM with environmental factors data through algorithms may increase the accuracy of domain-specific disability identification. Amongst children reported as having some difficulty on the CFM, those with disabilities are effectively identified through the addition of LSN data.

Shaping Behaviors Through Institutional Support in British Higher Educational Institutions: Focusing on Employees for Sustainable Technological Change.

Technology permeates all walks of life. It has emerged as a global facilitator to improve learning and training, alleviating the temporal and spatial limitations of traditional learning systems. It is imperative to identify enablers or inhibitors of technology adoption by employees for sustainable change in education management systems. Using the theoretical lens of organizational support theory, this paper studies effect of institutional support on education management information systems (EMIS) use along with two individual traits of self-efficacy and innovative behavior of academic employees in British higher educational institutions. Data for this cross-sectional study were collected through a questionnaire completed by 591 academic employees of 23 universities from 10 cities in the United Kingdom. Partial Least Square structural equation modeling was used to analyze data with smartPLS 3.2.9 software. Results indicate that institutional support promotes self-efficacy and innovative behavior that help develop positive employee perceptions. The model explains a 52.9% variance in intention to use. Post-hoc mediation analysis shows that innovativeness and self-efficacy mediate between institutional support and employee technology adoption behavior. As opposed to student samples in past studies on educational technology, this study adds to the literature by focusing on academic employees.

Dataset of ex-pat teachers in Southeast Asia's intention to leave due to the COVID-19 pandemic.

The COVID-19 pandemic exerted an adverse influence on the global education system, especially since starting school lockdown. The growth of teacher unemployment figures climbed double-digit and spawned these unexpected sequels. For instance, while native teachers seemed indisposed to leave the profession with the aim of seeking another more profited and seasonal jobs, many ex-pat teachers presented themselves with moving or stayed dilemma in the way the government salvaged their situation. In preference with the ex-pat teacher's case, we elucidated further throughout an e-survey in the International Baccalaureate community on Facebook from 4 to 11 April 2020 for 18,000 ex-pat teachers, who are teaching at Southeast Asia. This dataset includes 307 responses of ex-pat teachers who are staying in Singapore, Thailand, Vietnam, the Philippines, and Indonesia during the pandemic. The dataset comprises (i) Survey partakers' Demographics; (ii) Ex-pat teachers' perceptions in the relation of national, regional and school plans were afoot to the pandemic; (iii) The degree of attachment of ex-pat teacher to their current society, the ex-pat community, friends, and families during the pandemic time; (iv) Ex-pat teachers' embryo intention to reconsider their current teaching location.

Dataset of Vietnamese teachers' perspectives and perceived support during the COVID-19 pandemic.

The COVID-19 pandemic has caused unprecedented damage to the educational system worldwide. Besides the measurable economic impacts in the short-term and long-term, there is intangible destruction within educational institutions. In particular, teachers - the most critical intellectual resources of any schools - have to face various types of financial, physical, and mental struggles due to COVID-19. To capture the current context of more than one million Vietnamese teachers during COVID-19, we distributed an e-survey to more than 2,500 randomly selected teachers from two major teacher communities on Facebook from 6th to 11th April 2020. From over 373 responses, we excluded the observations which violated our cross-check questions and retained 294 observations for further analysis. This dataset includes: (i) Demographics of participants; (ii) Teachers' perspectives regarding the operation of teaching activities during the pandemic; (iii) Teachers' received support from their schools, government bodies, other stakeholders such as teacher unions, and parents' associations; and (iv) teachers' evaluation of school readiness toward digital transformation. Further, the dataset was supplemented with an additional question on the teachers' primary source of professional development activities during the pandemic.

Ethics "Upfront": Generating an Organizational Framework for a New University of Technology.

A powerful set of projections has constructed post-apartheid higher education in South Africa. Among these is the expectation that technikons (institutions similar to the British polytechnics) would become universities of technology, with a mission to drive the technology of national reconstruction and development. In this paper, one of the new universities of technology serves as a case study to explore organizational structure and to highlight the ethics of university management and leadership. Building a new university provides the opportunity to place ethics "upfront", rather than as an afterthought, by constructing an organizational framework that makes ethical issues integral to management and decision-making processes. In imagining the structure of a university of technology, the authors were inspired by future scripting methods developed by Bastiaan De Laat, and by Duncan Den Boer, Arie Rip and Sandra Speller. The research process firstly involved the identification of themes related to values and ethics through an analysis of the environment. These themes were incorporated into three scenarios of possible futures for this new university type. Using these scenarios, the ethical issues that emerged (according to how the university of technology might choose to organise itself), are compared with the original themes. Conclusions are then drawn with regard to management structures that are hierarchical and entrench compliance, or that are traditionally collegiate and expertise-based, or that might enable mutual appreciation and allow for leaders to emerge within any functional space at a university of technology.

Student participation in governance of medical and veterinary education: experiences and perspectives of student representatives and program directors.

Student participation in governance of education is of growing interest. However, it remains unclear what factors render this participation in institutional governance a success or a failure. Another question is: what are the perceived benefits for schools and students? We empirically explored experiences and perspectives of student representatives and program directors of all (8) medical and (1) veterinary schools in the Netherlands on factors that influence student participation in institutional governance and its values and challenges for schools and student representatives. A constructivist grounded theory study was performed. A theoretical sample of student representatives was invited to fill out an explorative, qualitative questionnaire. Next, focus groups with student representatives and interviews with all program directors were conducted. Data was analyzed using open, axial and selective coding by all authors. Experiences and perspectives of students and program directors were remarkably similar in both perceived influences and values. Four main categories of influences could be distinguished in student participation: (1) individual student characteristics, (2) individual staff characteristics, (3) the organization of student representatives and (4) the school's organization, including its culture and policy regarding student participation. A cohesive, well-organized and independent student organization has crucial impact on student participation in educational governance processes. For representatives, major benefits of participation are personal and career development. Challenges are low effectiveness and efficiency of their actions. A clear school policy on student participation and better introduction, feedback and coaching of representatives should be provided to improve student participation in governance processes.

The UNICEF/Washington Group Child Functioning Module-Accuracy, Inter-Rater Reliability and Cut-Off Level for Disability Disaggregation of Fiji's Education Management Information System.

This paper explores the validity (sensitivity and specificity) of different cut-off levels of the UNICEF/Washington Group Child Functioning Module (CFM) and the inter-rater reliability between teachers and parents as proxy respondents, for disaggregating Fiji's education management information system (EMIS) by disability. The method used was a cross-sectional diagnostic accuracy study comparing CFM items to standard clinical assessments for 472 primary school aged students in Fiji. Whilst previous domain-specific results showed "good" to "excellent" accuracy of the CFM domains seeing, hearing, walking and speaking, newer analysis shows only "fair" to "poor" accuracy of the cognitive domains (learning, remembering and focusing attention) and "fair" of the overall CFM (area under the Receiver Operating Characteristic curve: 0.763 parent responses, 0.786 teacher responses). Severe impairments are reported relatively evenly across CFM response categories "some difficulty", "a lot of difficulty" and "cannot do at all". Most moderate impairments are reported as "some difficulty". The CFM provides a core component of data required for disaggregating Fiji's EMIS by disability. However, choice of cut-off level and mixture of impairment severity reported across response categories are challenges. The CFM alone is not accurate enough to determine funding eligibility. For identifying children with disabilities, the CFM should be part of a broader data collection including learning and support needs data and undertaking eligibility verification visits.

Effect of the shared care-based diabetes management among patients with type 2 diabetes / 中国实用护理杂志

Objective@#To explore the effect of shared care model on diabetes management among patients with type 2 diabetes mellitus (T2DM), therefore, to establish a more efficient education and management model for patients with T2DM.@*Methods@#Through convenient sampling, a total of 210 patients with T2DM were recruited from the outpatient clinic of the endocrinology center at Luhe Hospital, Capital Medical University, Beijing, from August to October, 2017. Patients were equally divided into two groups (n=105/group): intervention group and control group.The intervention group completed 103 cases and the control group 100 cases.The intervention group adopted the shared care education model, while the control group followed the conventional education management model. The follow up time of the intervention group was 12 months. The levels of glycosylated hemoglobin (HbA1c), Body Mass Index (BMI) and diabetes self-management behaviors were collected at baseline and at 12-months and compared between two groups. Measurement data were examined by t-test and rank-sum test; Count data were examined by chi square test, P<0.05 was thought to be statistically significant.@*Results@#At 12-month following the implementation of the management models, the HbAlc and BMI of the intervention group were (6.47 ± 0.66)%, (22.28 ± 2.41) kg/m2, and those of the control group were (6.90 ± 0.61)%, (23.49 ± 1.59) kg/m2, respectively. There were significant differences between the two groups (t=-4.63, 0.00, P< 0.01). The intervention group had healthy diet, exercise, self-blood sugar monitoring, blood sugar monitoring in compliance with doctor's advice, self-foot examination and medication scores of (6.08 ± 1.34), (6.06 ± 1.59), (5.18 ± 2.00), (5.28 ± 1.99), (4.64 ± 2.54), (6.80 ± 0.55) respectively, while the control group had (5.43 ± 1.71), (5.46 ± 1.89), (4.27 ± 1.64), (4.23 ± 1.64), (3.57 ± 2.74), (5.30 ± 2.68) respectively. There were significant differences between the two groups (t=-4.03--2.73, P<0.05).@*Conclusion@#Compared with the traditional education and management model, the shared care model with a multi-disciplinary approach is more patient-centered, and could provide systematic, standardized and personalized management for patients with T2DM and showed greater improvement in diabetes management.

Effect of the shared care-based diabetes management among patients with type 2 diabetes / 中国实用护理杂志

Objective To explore the effect of shared care model on diabetes management among patients with type 2 diabetes mellitus (T2DM), therefore, to establish a more efficient education and management model for patients with T2DM. Methods Through convenient sampling, a total of 210 patients with T2DM were recruited from the outpatient clinic of the endocrinology center at Luhe Hospital, Capital Medical University, Beijing, from August to October, 2017. Patients were equally divided into two groups (n=105/group): intervention group and control group.The intervention group completed 103 cases and the control group 100 cases.The intervention group adopted the shared care education model, while the control group followed the conventional education management model. The follow up time of the intervention group was 12 months. The levels of glycosylated hemoglobin (HbA1c), Body Mass Index (BMI) and diabetes self-management behaviors were collected at baseline and at 12-months and compared between two groups. Measurement data were examined by t-test and rank-sum test; Count data were examined by chi square test, P<0.05 was thought to be statistically significant. Results At 12-month following the implementation of the management models, the HbAlc and BMI of the intervention group were (6.47 ± 0.66)%, (22.28 ± 2.41) kg/㎡, and those of the control group were (6.90 ± 0.61)%, (23.49 ± 1.59) kg/㎡, respectively. There were significant differences between the two groups (t=-4.63, 0.00, P<0.01). The intervention group had healthy diet, exercise, self-blood sugar monitoring, blood sugar monitoring in compliance with doctor's advice, self-foot examination and medication scores of (6.08 ± 1.34), (6.06 ± 1.59), (5.18 ± 2.00), (5.28 ± 1.99), (4.64 ± 2.54), (6.80 ± 0.55) respectively, while the control group had (5.43 ± 1.71), (5.46 ± 1.89), (4.27 ± 1.64), (4.23 ± 1.64), (3.57 ± 2.74), (5.30 ± 2.68) respectively. There were significant differences between the two groups (t=-4.03--2.73, P < 0.05). Conclusion Compared with the traditional education and management model, the shared care model with a multi-disciplinary approach is more patient-centered, and could provide systematic, standardized and personalized management for patients with T2DM and showed greater improvement in diabetes management.

Propuesta de un modelo integral de accountability para la educación superior en Chile / Proposal of an integral model of accountability for higher education in Chile

Resumen: Depositarías de la confianza de la ciudadanía y del Estado, las instituciones de educación superior han desarrollado su misión de formación e investigación dentro de un contexto acotado. En la actualidad, hay una demanda de parte del Estado y la ciudadanía de una mayor participación y supervisión del sistema de educación superior, para la mejora de la calidad de la educación impartida, de una parte, y, de otra, para dar cuenta de los recursos públicos invertidos en educación superior. En este contexto, este trabajo propone un modelo integral de rendición de cuentas para la educación superior en Chile. Su objetivo es proponer dicho modelo como herramienta de evaluación de las políticas públicas en educación superior, para que esta contribuya productivamente a las actividades económicas del país. Como pondremos de manifiesto en el trabajo, la rendición de cuentas no sólo se limita al aspecto financiero, sino que incorpora muchas otros aspectos tales como la autoridad y gobierno, la responsabilidad social, la democracia y la participación, la probidad y la transparencia informativa, la política y la ética, entre otras.

Abstract: Depositary trust of citizens and the state, higher education institu tions have developed their mission training and research within a limited context. At present, there is a demand from the state and citizens of increased participation and supervision system of higher education, to improve the quality of education provided in one hand and another to account for public funds invested in higher educa tion. In this context, this paper proposes a comprehensive model of accountability for higher education in Chile. Its purpose is to propose such a model as a tool for assessing public policies in higher educa tion, for higher education to contribute productively to the eco nomic activities of the country. As we will show at work, account ability is not only limited to the financial aspect, but incorporates many other aspects such as the authority and governance, social responsibility, democracy and participation, probity and transpar ency of information, politics and ethics, among others.

Measurement accuracy: Enabling human rights for Fijian students with speech difficulties.

PURPOSE: The Universal Declaration of Human Rights enshrines the rights to communication and education and measuring access to these rights for children with disabilities is fundamental. The UNICEF/Washington Group Child Functioning Module (CFM) is being promoted to measure progress against the Sustainable Development Goals for children with disabilities. This cross-sectional diagnostic accuracy study in Fiji compares parent and teacher CFM responses to the Intelligibility in Context Scale for 463 primary-aged students with and without speech difficulties. METHOD: Receiver operating characteristic curves were constructed to analyse CFM accuracy and determine optimal cut-off points; inter-rater reliability between teachers and parents was calculated. RESULT: Parent responses to the CFM speech questions achieved an area under the curve of 0.98, indicating "excellent" diagnostic accuracy. Teachers achieved 0.92 ("very good"). The Youden Index identified the optimal cut-off as "some difficulty". CONCLUSION: The CFM appears effective when used by parents or teachers for distinguishing between children with and without speech difficulties. While identified as the optimal cut-off statistically, the "some difficulty" category identifies too many children without speech difficulties to be simplistically applied to funding eligibility. The CFM should be used as a screening tool, followed by further assessment to confirm eligibility.

A formação do terapeuta ocupacional para gestão de serviços de saúde: um estudo em bases curriculares / The formation of the occupational therapist for health care management: a study in curricular bases

Introdução: A Terapia Ocupacional abrange vários campos além da saúde e envolve uma abordagem biopsicossocial mais ampla. Entendendo sua complexidade, ficam evidentes suas contribuições na participação junto às equipes multiprofissionais, assim como nas articulações no nível de gestão de serviços de saúde. Objetivo: Partindo desta perspectiva, objetivou-se conhecer, entre os cursos de Terapia Ocupacional das instituições de ensino superiores públicas federais, quais conteúdos são disponibilizados para formação do terapeuta ocupacional, para que ele atue na área. Método: A pesquisa trata de um estudo documental realizado através da análise dos Projetos Político-Pedagógicos, Grade Curricular e Ementários das IES Federais. Resultados: Foram encontradas 27 IES da rede pública de ensino cadastradas no MEC e, destas, 10 foram analisadas nesta pesquisa. De acordo com o Projeto Político-Pedagógico dos cursos analisados neste estudo, naquelas instituições em que aplicam os conteúdos referentes às Políticas de Saúde Pública, Saúde Coletiva e o SUS, percebe-se maior ênfase a esses do que aos conteúdos que envolvem os princípios básicos da gestão de serviços de saúde. Conclusão: Conclui-se que os conteúdos referentes à gestão de serviços de saúde são pouco estudados nas instituições que participaram desta pesquisa, o que equivale a menos de 2% da carga horária total dos cursos.

Introduction: Occupational Therapy encompasses several fields besides health and engages in a broader bio psychosocial approach. Understanding its complexity, the contributions are evident in participation with the multidisciplinary teams, as well as the joints in the level of health care management. Objective: From this perspective, it was aimed to meet among the Occupational Therapy courses of federal public universities, which are the contents that are available for occupational therapist training, so that it can act in the area. Method: The research is a documentary study conducted by analysis of the Political Pedagogical Projects, Curricular Grade and Emendations of Federal IES. Results: were found 27 IES of the public school system that are registered in MEC and out of these, 10 were analyzed in this research. According to the Political Pedagogical Project of the analyzed courses in this study, those institutions that apply the contents relating to Public Health Policy, Public Health and Health System, there is more emphasis to these than to the contents involving the principles of basic health services management. Conclusion: it was concluded that the contents related to the management of health services are poorly studied in most federal public universities that participated in this research, which is equivalent to less than 2% of the total workload of the courses.

Study on the problems and countermeasures of education management of foreign postgraduate students in college of stomatology / 中华医学教育探索杂志

Internationalization is the inevitable trend of the development of graduate education. The graduate education in China faces many difficulties in the process of internationalization. For ex-ample, in thegoing out process it can not get international recognition, and in recruit there is in-adequate management, and the training quality is not high.Medical education has its own characteris-tics, and its internationalization process is more difficult. The authors has made an investigation of oral medical students studying in his work unit, and on the basis of the findings, puts forward some coun-termeasures for improving oral medical students' graduate education management.

Formulation of training programme and construction of curriculum system for foreign stu-dents in clinical medicine / 中华医学教育探索杂志

China Three Gorges University(CTGU) started undergraduate medical education for foreign students since 2004. Over the years,through continuous interaction with coordinators,CTGU grad-ually transited from passive teaching to active teaching. Firstly we determined basic principles,objectives and requirements of talent training programme. Secondly,we strengthen Chinese language teaching, reasonably adjusted professional curriculum and teaching content,added basic medical courses and rea-sonably arranged clinical practice based on the concrete situation in our country. in order to make the cur-riculum system consistent with the require-ments of talent training.