The objective structured clinical examination (OSCE)system of our school was established by designing graduate examination with OSCE, by constantly improving and enhancing the science, objectivity, utility of OSCE. The guiding role of OSCE in clinical teaching, clinical practice and medical licensure examination was explored by analyzing the examination results and questionnaire of students.

ObjectiveTo cultivate high-qualified talents with innovation and comprehensive clinical skills under the guidance of Chinese standard of undergraduate medical education.Methods Courses of clinical thinking and misdiagnosis,medical record writing,communication between patients and doctors were provided.Objective structured clinical examination (OSCE) with standard patients (SP) was employed.Results Satisfactory scores were obtained among relevant tests,the passing rates of specialist qualification examination and practicing doctors clinical skills test were increased from 44.61％ and 59.18％ to 66.66％ and 95.45％.ConclusionThe implementation of correlative courses and OSCE can comprehensively promote the medical students' clinical competency and pave the way for their future work and practicing doctors' qualification exam.

Based on undergraduate education standards of Chinese medicine, aimed at train-ing highly qualified personnel, and combined with the features that medical undergraduates must stress application capabilities, we conducted systematic reform in training ideas, training standards, experimental course system, assessment system and cultivating medical students' creative conscious-ness, which gradually helped to form a new training model for medical undergraduates' “Practice-In-novation”ability and achieved good results.

BACKGROUND:The surroundings stimulation,such as wound and chemical injury,will result in changes of hair follicle stem cells(HFSC).Up to date,few articles indicate the effecl of burn on HFSCs.OBJECTIVE:To investigate the changes of β-nerve growth factor(β-NGF)level in vibrissa follicle bulge region and its effect on the healing of neonatal rats.METHODS:A total of 30 neonatal rats were selected to prepare burn models by giving 90℃ boiled tap water for 3 seconds,and vibrissa follicle bulge was separated at 12,24,36,48 and 60 hours pOsloperatiVeIy.The remained 6 neonatal rats were served as controls.Total protein concentration was measured by Brandford method The expression of β-NGF was detected by ELISA.Meanwhile the tissues in each time points were collected for frozen section and immunohistochemistry.RESULTS AND CONCLUSION:Among the tested total protein.the expression of the β-NGF increased after 36 hours.reached a peak at 60 hours after burn.The identical changes were found in tissue slices.The image analysis demonstrated that the β-NGF protein detection was coincident with β-NGF expression in tissues During 12 hours to 60 hours after burn,the expression of the β-NGF in the bulge area peaked at 60 hours;simultaneously,the repairing effect of healing also reached a peak.Bulge area is a nest of HFSC,the enhanced expression of β-NGF may have some positive significance to the differentiation of the HFSC and tissue repair.

The article introduced the importance of learning the medical documents writing for the clinical medical students and the fundamental condition of setting up medical document writing,including the course setup,course target,course content,teaching method,teaching materials,curriculum implementation,assessment methods and so on. And through the questionnaire survey,the comparison of the internship students'writing quality before and after the course setup,and the statistics analysis,the article also suggested that it was necessary and feasible to establish the curriculum of medical documents writing in clinical specialty.

The article introduced the goal,principle,method and the characteristics of the physical diagnosis operation skill of our academy training,especially emphasizing on the training way,the standard and the effect.

Objective To explore the value of implementing PBL teaching method through the application of the virtual and simulative teaching platform in the teaching of "physical diagnostics". Methods The students majoring in clinical medicine were divided into experimental group (162 students) and control group (168 students) randomly. PBL teaching method through the application of the virtual and simulative teaching platform was used in the experimental group while the conventional teaching method was used in the control group. The effect of teaching was evaluated by questionnaire and examination and the data were analyzed through Chi-square and t-test. Result Questionnaire survey of satisfaction for the course showed that 92.6％ students (150 students) in experimental group were interested in the new course, 84.6％ students (137 students) felt it could increase the learning interest, and 91.3％ students (148 students) thought it could consolidate the clinical thinking. Statistical difference was found in average score between experiment group and control group in the PBL case analysis assessment examination in the course of"physical diagnostics" [(26.1±5.6) vs. (21.6±4.3), P<0.05]. Conclusion The introduction of virtual and simulative teaching plat-form in the teaching can help students understand truly all kinds of cases in clinical practice and improve the immediacy of teaching and students' initiatives, which is of great significance to the cultivation of students' clinical practice ability and clinical comprehensive thinking skills.