Standardized training of residents in the department of orthodontics is an important learn-ing stage for stomatology students before carrying out clinical orthodontic diagnosis and treatment work. At present, there are some deficiencies in the standardized training system of the residents in the Department of Orthodontics, such as the single teaching mode, imperfect training items, and unclear evaluation criteria. The department of orthodontics of Stomatology Hospital of Southern Medical University carried on a prelim-inary study on the training pattern of resident doctors in the refinement of the training content, optimizing curriculum design, implementation of tutorial teaching mode, the combination of theoretical study and clini-cal training, regular training evaluation and quantitative assessment indicators. The results showed that the trainees' acceptance and satisfaction were higher, which was beneficial to the improvement of clinical com-prehensive ability of orthodontics.

The current situation is that the study of blood system diseases is difficult, and the students lack both the initiative and enthusiasm to learn. Clinical teachers' energy is limited because of other clini-cal, management and research roles, so the quality of teaching varies greatly. Meanwhile, teaching quality has nothing to do with personal reviews. Furthermore, the relationship between doctors and patients is in trouble in current medical environment. All of these above affect the quality of clinical practice in hematology department. Aiming at these problems, we improve the teaching quality significantly by raising the students' interests, enhancing their initiative, improving teachers' teaching level and enthusiasm, carrying out the in-ternship system, and strictly enforce the elimination system.

Internship is an important stage in which medical students utilize and develop their aca-demic theory to inform clinical practice. In this stage, practical teaching combining the theoretical study with clinical practice to refine interns' clinical skills is the only way to train qualified clinicians. The teach-ing during orthopaedic internship is facing the following problems, such as complex anatomy and difficult learning curve associated with orthopaedic clinical practice. In addition, interns face the employment pres-sure, and the clinical practice time may be occupied by job hunting or preparation for postgraduate entrance examination. For teachers, since clinical doctors are tired of clinical work and scientific research, they can-not devote more time and energy to teaching. In this study, the author summarizes the problems of orthopedic practice teaching in recent years and presents a series of solutions, such as standardizing clinical thinking, improving the students' clinical participation, standardizing teaching assessment and so on, which have improved the teaching quality of orthopedic clinical practice.

This study was conducted to explore a proper training model of interns' clinical thinking ability under the construction of a new four-year system of medical laboratory technology courses, combined with the establishment of innovative standard whole process practice mode. Multi-teaching methods of clinical thinking, such as explanation of laboratory sheet, interactive teaching based on micro digital system, interdisciplinary multiple information system, combined PBL teaching and intern report, were applied and evaluated in the laboratory. Integrated application of these methods remarkably improved the intern's com-prehensive professional quality and their practice performance. All methods received high evaluation from both the interns and teachers.

Objective To understand the status quo of our young doctors' doctor-patient communi-cation and related influencing factors. Methods Among the doctors under the age of 40 in various clinical departments, according to 30% proportion, we randomly selected 32 doctors, and combined with revised Liverpool communication skills assessment scale (LCSAS) and standardized patients (SP), the doctors' ability of doctor-patient communication was evaluated. Descriptive statistics, t test and variance analysis were per-formed by SPSS 21.0 lines. Results The average score of communication etiquette of young doctors was (2.00±0.15), and the average score of their communication skills was (1.74±0.29), and the average score of their communication technical ability was (3.74±0.39). The detection rate of communication etiquette, communication skills and communication skills evaluation (less than 2) was 33.3%, 81.5%, and 85.2%, respectively. Physicians and surgeons' scores in communication etiquette and communication skills dimen-sion had significant difference (P<0.05). Significant difference was found in different ages doctor communi-cation protocol (F=3.641, P=0.028), and 20 to 25 years old doctors' score in communication manners was significantly lower than other ages (P<0.05). There were significant differences in the scores of doctors of different title in communication etiquette (F=4.410, P=0.023), and the trainee doctors' communication etiquette score was significantly lower than the physician and surgeon (P<0.05). Conclusion The commu-nication skills of young doctors in our hospital are generally in the middle state, and their communication etiquette is good, communication skills are general. There are great individual differences. Hospital should begin from those whose communication ability are low, cultivate their biology-psychology-social medicine thinking mode of the doctor-patient relationship , help new employees complete the role transformation , emotion management, and professional commitment, and encourage patients to participate in the medical process, so as to improve the doctors' communication ability in all directions and at different levels.

The understanding of anatomical structures and their adjacent relationship is the founda-tion and key to the development of surgical skills and clinical thinking. In clinical teaching for residents and graduate students , we took the advantage of donor operations in organ transplantation and showed abdominal anal operations anatomical features and relationships through different view angles and compre-hensive ways. This new teaching approach was designed in accordance with processes of organ donation, procurement and back-table operation. The main contents included anatomy of abdominal wall layers, rela-tionships among abdominal organs, locations and courses of important structure, as well as medical human-istic education. In the context of organ donation becoming more and more popular and standardized after the cardiac death of Chinese citizens, this teaching approach is worth exploring.

Objectives To understand the current situation and evaluation about the employer's demand of knowledge level and comprehensive ability of professional undergraduate talents in the health management. Methods Using self-designed questionnaire, the investigation was carried out on the company executives and teachers from 12 health management-related enterprises where health management graduates of Hangzhou Normal University practice internships . A total of 31 valid questionnaires were recovered . SPSS 19.0 software was used to conduct descriptive analysis, hierarchical analysis and rank-sum test of one-way ordinal data. Results Employers believe that students need to strengthen the knowledge of health man-agement and medical knowledge, and the top three skills that students are most likely to improve are common disease management skills, health risk factors intervention skills and health monitoring skills. Amongst those areas of professional abilities that need improving, three of the most important skill sets include suffi-cient fundamental knowledge in medicine and pharmacology, analytical and problem-solving abilities and teamwork as well as communication skills. There is a significant difference among the level of students' pro-fessional knowledge, the level of their professional skills and the level of their comprehensive ability by the rank-sum test (P<0.05). Conclusion According to the results of the demand-side's survey, training of health management undergraduate talents should increase the proportion of teaching about medical theory knowledge, redesign practical teaching modules, carry out foreign language learning as well as promoting the training method of health talents by the means of information, in order to optimize the training of profes-sional health talents through multi-angle as well as multi-level.

According to the points and difficulties of aminophylline monitoring experiments, oriented by problems, specific teaching case was designed to practice case teaching. The analysis of the results of classroom performance, teaching effect evaluation, peer evaluation and students' feedback showed that case teaching promoted the initiatives of students' learning as well as improved the teaching effect compared with the traditional teaching method. Furthermore, it improved their clinical thinking ability through theory and practical cases and helped the teachers to learn while teaching.

Interaction in classroom teaching is a bilateral activity that is difficult to control. Teachers and students are the two main aspects to realize the synchronization of teachers and students' thinking. For teachers, teachers should first make full use of multimedia resources, bring a colorful courseware into class-room teaching; secondly, teachers should stimulate students' interest in a reasonable way, so as to inject vitality into the classroom teaching; finally, teachers should mobilize the students' thinking and carefully regulate the changes in thinking between teachers and students through a proper teaching methods. In terms of students, students should not only give full play to their initiative, but also actively cooperate with teachers in order to realize the thought synchronization between teachers and students in classroom teaching and learning interaction and ultimately achieve the desired results.

Objective To construct the competency model of excellent and common clinical medicine undergraduates according to the competency theory . Methods Literature search was used to screen competency model. Behavioral event interview was used to interview 32 excellent clinical experts. Open questionnaire survey was conducted to 100 clinical medical undergraduates. We compiled the primary competency dictionary based on the above results. To determine the final competency dictionary, Delphi method of 50 experts was used to determine the final competency dictionary. According to the competency dictionary, a questionnaire survey was made to test the excellent and ordinary undergraduate students. Results The 38 features of behavioral event interview and 42 features of open questionnaire survey were combined to 51 features, which were used as the first round of expert questionnaire. Two rounds of expert consultation reached a high degree of coordination. 4 first level indicators: knowledge and skills, social role+values+service characteristics, self-concept and consciousness, personality quality and motivation and 36 features were established as final compentency model. 80 excellent clinical medical undergraduates got score of 143.65 ±23.53, while 100 ordinary undergraduates got score of 133.55 ±35.31 (t=2.29,P=0.023), which indicated the competency model could distinguish excellent and ordinary clinical under-graduates . Conclusion This competency model of clinical undergraduate students is reliable and practical, which can be used in future clinical undergraduate training and evaluation.