On the reform of integrated medical education from the national staged examination of clinical physician qualification
10.3760/cma.j.cn116021-20190904-00171
- VernacularTitle:从国家临床医师资格分阶段考试层面谈整合医学教育改革
- Author:
Ge CHEN
1
;
Yang YANG
;
Bin PENG
;
Chen XU
;
Xiaoqin ZONG
Author Information
1. 重庆医科大学教务处 400016
- From:
Chinese Journal of Medical Education Research
2020;19(7):766-771
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To provide a reference for integrated medical education reform in medical colleges by analyzing the scores of National Staged Examination of Clinical Physician Qualification (NSECPQ).Methods:The NSECPQ scores of our students in 2019 were analyzed by hypothesis testing. Chi-test was used to compare the pass rate of the examination, and the t-test was used to compare the total scores, the average mastery of disciplines and the average mastery of the system. Results:The total scores and pass rate of the examination of the students in the framework of integrated medicine education were significantly higher than those in traditional medical education. There was no significant difference in the scores of some subjects between the two educational frameworks, the scores of some subjects of the students in the framework of integrated medicine education were even lower than those in traditional medical education. For example, under the integrated medical education mode, the students' average mastery of obstetrics is 4.04 points, slightly lower than the students under the traditional medical education mode (4.11 points). It shows that the reform of integrated medical education still has some shortcomings in the teaching of some disciplines and systems.Conclusion:When implementing the teaching reform of integrated medical education in medical colleges, special attention should be paid to comparing the examination syllabus of clinical physician qualification, reasonably arranging the teaching contents of integrated medical courses, and strengthening the training of teaching staff and the construction of teaching teams, so as to ensure the teaching quality of integrated medical education reform.
