The enrollment scale of clinical medicine postgraduates with professional degree was expanded each year in order to meet the needs of the society.How to train high quality medical talents in line with modem medical education and people's health needs was the problem we were confronted with.The affiliated hospital of Inner Mongolia medical university lunched reform on training mode of clinical medicine postgraduates with professional degree; the concrete measures included increasing postgraduate pre-service training,implementing tutor responsible system,applying PBL teaching and focusing on the overall quality training.Students' clinical competence was improved after the reform.

To explore the therapeutic effect of micro-traumatic surgery of loose seton and cutting seton by rubber bands in the treatment of high anorectal fistulae.Application of cutting seton (truss rubber bands) implemented the high part of fistulae and loose seton (ligation rubber band but non-fastened) for the low part of fistulae.133/136 patients undergoing micro-traumatic surgery were cured by one operation,2 cases had pseudo-healing and there was 1 recurrent case.And the curative rate was 97.8％.The microtraumatic surgery of loose seton and cutting seton by rubber bands in the treatment of high anorectal fistula has such multiple advantages as small incision,minor trauma,lesser pain,faster healing and a shorter course of treatment.And it may preserve the proper anal function and the integrity of anal skin.And its clinical efficacy is satisfactory.

Objective:To explore the application of formative assessment in clinical skills simulated training course.Method:s The clinical skills simulated training course for excellent doctors in our school was selected as the research focus, students of Grade 2014 adopted traditional summative evaluation (control group), and the multi-station examination was used as evaluation method. Students of Grade 2015 adopted the formative evaluation on the basis of summative evaluation (experimental group), a diversified evaluation system was established, including inter-group evaluation by students, random evaluation by teachers, feedback of operation videos of different stages and real-time feedback of students' opinions after class. Questionnaires were conducted among students and teachers at the end of the course.Result:s The scores of the experimental group were higher than those of the control group, with differences being statistically significant ( P<0.05). Questionnaires showed that the proportion of "good" selected by teachers and students in the feedback of formative assessment was markedly higher than that of "just so-so" and "bad", indicating that formative assessment is conducive to increasing students' initiative for self-studying, improving students' learning effect, comprehensively and accurately evaluating students' clinical operational skills, as well as improving the teaching level of clinical practice skills. Conclusion:The diversified evaluation system, which combines formative evaluation with summative evaluation, has achieved good teaching results in clinical skills simulated training course and it is worth to be widely applied.