The teaching team of undergraduates of anesthesiology in Anhui Medical University applied the primary trauma care system of encourage, heuristic teaching and practical teaching to further deepen the educational reform and improve teaching quality for undergraduate education.They designed the diversified section such as drills, discussion, teaching, questions, feedback and so on, implemented the simulation training of anesthesia crisis management skills and completed the feedback evaluation of comprehensive ability before and after the teaching, and then achieved the effect of improving the actual operation ability and clinical thinking capacity of students.So it is a good method and worth extending.

The establishment of professional master degree in pathology is a new branch of the professional degree graduate education.It is an important measure to bring the clinical pathology into the teaching system of clinical medicine specialty in China.In response to a wave of education reform in the new century, our department has positively converted the traditional postgraduate training and teaching mode, innovated the teaching idea and content, and continued to improve the teaching method and means.On the basis of fully respecting students' subject consciousness, we have combined traditional and modern teaching means, made full use of modern education information technology, actively built and promoted pathology specialized degree graduate student research, teaching and clinical trinity management: the new training mode.Through the practice of bilingual, network, clinical problems and cases of teaching and combined with the leading edge forum of famous pathologists' research and the professional standardized training of clinical pathology, we have extensively carried out the education training, which is based on the theory, practice, research, and sub specialist guidance.

Objective To evaluate the results of Four-Step methods in traditional Chinese medicine Course.Methods 40 five-academic-year clinical medical students and 40 seven-academicyear undergraduate students were randomized assigned into experimental group (n=40, 20 five-academicyear clinical medical students and 20 seven-academic-year students) and control group (n=40, 20 five-academic-year students and 20 seven-academic-year students).The control group received conventional teaching, while four-step teaching break the gap between Chinese medicine and western medicine, build the base, form the framework of Chinese medicine and extend knowledge was implemented in the experimental group.Through questionnaire score, group discussion, the final evaluation of the theory and clinical training evaluation, the learning of the experimental group students and the control group students was compared.SPSS 18.0 statistical software was used and t test was employed to make analysis of the relevant data.Results The questionnaire at the end of the semester showed that the average score of students in the experimental group (36.18 ± 0.96) was higher than that in the control group (26.62 ± 1.00), and the difference was statistically significant (P=0.017).In the discussion at the end of the semester, the experimental group paid more attention to the theory and technology of traditional Chinese medicine's learning persistence in future and its application in their professional practice.Scores in theory test were higher in seven-academic-year students in experimental group (88.40 ± 8.79) than in control group (82.15 ± 6.83) and the difference was statistically significant (P=0.017), but there was no difference in five-academic-year students between experimental group (75A0 ± 12.09) and control group (77.85 ± 11.99), which was not considered statistically significant different (P=0.524).In clinical practice, the rate of outstanding students in the experimental group of seven-academic-year was five percentage points higher than the control group, while the rate of outstanding students in the experimental group of five-academic-year was 10 percentage points higher than the control group.Conclusions Four step teaching is helpful to stimulating the learning enthusiasm of the students of traditional Chinese medicine, expanding students' vision of medical field, and promoting their construction of a more comprehensive medical knowledge framework.

Objective In order to investigate the impact of interactive online teaching in Laboratory Diagnosis, a randomized experimental study was conducted among the medical students in Grade 2009.Methods A total of 65 subjects were randomized into the experimental group (N=31) and the control group (N=34).In addition to the standard in-class presentation/discussion and school-wide refined online courses offered in the control group, interactive online teaching was added to experimental group.After completion of the course, the impact of interactive online teaching in the experimental group was compared to that in the control group through a final exam and a question-naire concentrating on motivation of study, problem solving and team working skills.Statistical signifi-cance of the comparison was evaluated using t-test.Results The results from the final exam showed that the average score in the experimental group was higher than the control group (87.20 ± 5.25 vs.82.69 ± 5.76), It is statistically significant (P=0.002).The average scores of short answer and case study questions in the experimental group was higher than the control group (26.16 ± 1.57 vs.25.31 ± 1.73, 18.94 ± 1.05 vs.15.53 ± 1.15), It is statistically significant (P=0.043,P=0.000).The satisfaction evaluation of interest in learning, timely answers to questions, learning, analytical skills, teamwork culture reflected by the questionnaire indicated statistically higher (P=0.041,0.000,0.000,0.000,0.000) average scores in the experimental group as compared to its counterparts in the control group (4.30 ± 0.65 vs.3.97 ± 0.62, 4.63 ± 0.49 vs.3.25 ± 0.88, 4.43 ± 0.57 vs.3.49 ± 0.65, 4.46 ± 0.57 vs.3.37 ± 0.73, 4.33 ± 0.66 vs.3.68 ± 0.58).Conclusion Interactive online teaching helps to improve the study performance of medical students in Laboratory Diagnosis.Incorporating interactive online teaching into the current course regarding Laboratory Diagnosis merits recommendation.

Biochemistry is an important basic medical course, and it is also a difficult course.In order to improve the comprehensive ability of seven-year program clinical medical students in Capital Medical University, teaching reform of Biochemistry was carried out.Teaching content was redesigned to strengthen the learning of basic knowledge of Biochemistry and to increase the depth of teaching content, while expanding the content by introducing new achievements and new technology to keep up with the forefront in the development of Biochemistry.Various methods such as the comparative method, case teaching and so on, were used flexibly in the teaching practice in order to improve teaching effects.The experiments carried out in the course were also redesigned and integrated, some distinctive experiments such as designing experiments, comprehensive experiments and innovative experiments were opened to improve students' hands-on ability and to cultivate students' scientific thinking.

Centering on medical human spirit that holds life in awe and esteem, the paper formulates a framework for medical humanities in terms of categories, scopes, problematics and skills, and designs a setup regarding the goals, curricula, and pedagogies for teaching practice.It is intended to inspire education reform for mnedical humanities in China by providing such a problem-based and competence-oriented education guide.

Nowadays, ceremony education, as a specific education method, is becoming increasingly popular in medical humanistic education.It is a truth generally acknowledged that the importance of ceremony education is located at its extensive scope and plasticity.The cultivation of medical students' human-oriented spirit, strengthening their career identity and enhancing their ideological moralitycan be processed by ceremony education, in which much attention is attached to its four features, identity recognition, emotion polymerization, spirit conduction and cultural inheritance.However, there still exist some problems to be solved in the practice of ceremony education such as overformalization, insufficient individuation and systematization.That is what we mean to discuss in this paper.

Objective To compare the impact of tobacco control curriculum on self-efficacy of tobacco control in different major of public health students, and offer theoretical foundation for improving tobacco control curriculum.Methods We offered tobacco control curriculum for 150 public health students (including students of preventive medicine and public service administration research direction) in medical university of Harbin, and investigated twice general self-efficacy, smoking selfefficacy and tobacco control self-efficacy before and after tobacco control curriculum, then compared intervention effects between two major students by t test.Results There were no differences of tobacco control self-efficacy, smoking self-efficacy and general self-efficacy between two major students, t values were-0.832 (P=0.407), 0.190 (P=0.849) and-0.492 (P=0.624).The tobacco control self-efficacy (t=-3.566, P=0.001) and general self-efficacy (t=-2.237, P=0.028) increased remarkably but smoking self-efficacy (t=-1.102, P=0.273) in preventive medicine students after intervention.And all of three kinds of self-efficacy were not gotten better by intervention in public service administration students.There was no obvious difference of intervention effects between tobacco control self-efficacy and general self-efficacy among preventive medicine students (t=1.541, P=0.125).Conclusions The improvement of preventive medicine students by tobacco control curriculum is better than that of public service administration students.We should further perfect the tobacco control course, and on the one hand, improve the intervention effect of students majoring in course of public health management;on the other hand, strengthen the target effects of the tobacco control curriculum to students' tobacco control self-efficacy and smoking self-efficacy.

Objective To evaluate the occupational competency of clinical post-graduate students by the 360-degree feedback system.Methods The occupational competencies of the 102 clinical post-graduate students were evaluated by department directors, teachers, the superior band taught physicians, peers, post-graduate themselves using a self-designed questionnaire.The evaluation content of professional competence included 12 core elements, such as medical knowledge, clinical skills, and professional ethics and so on.EpiData 3.02 was used to establish the database, SPSS 19.0 software was used to carry on the statistical analysis, and the statistical analysis method was mainly for the descriptive statistics analysis, the single factor analysis of variance.Results 5 kinds of evaluation subjects were statistically significant (P＜0.05) in medical knowledge, clinical skills, clinical thinking ability, lifelong learning ability, professional ethics, team cooperation ability, self cognition and management ability and total score.Students themselves and their peers scored high in various aspects, teaching superior doctors rated middle and the director and mentor gave low grade in all aspects and the scores rated by the department directors and teachers were lower than students themselves(P=0.003, P=0.047).Conclusion The 360-degree evaluation system can comprehensively and objectively evaluate the clinical post-graduate students' occupational competency and offer beneficial assistant to clinic and practice.

Academic medical postgraduate recruitment and training is facing a new dilemma due to the overall implementation of resident standardization training and the combination of postgraduate education in professional master degree of clinical medicine and resident standardization training.We optimize and marry together journal club and lab meeting education methods in academic medical postgraduate training of obstetrics and gynecology on the basis of its teaching characteristics, and develop a new form of academic graduate student training of obstetrics and gynecology.This new method is expected to effectively improve the academic postgraduates' research interests, research capacity and the teaching quality of obstetrics and gynecology for academic postgraduates.