Objective By investigating the actualities of career development potential of eight-year program medical students, to explore a direction of training mode innovation aiming to improve career development potential. Methods Eight-year program medical graduates, their tutors, and di-rectors of their clinical department in a university hospital were the subjects of the current study. Questionnaire method was applied to evaluate professional competence including clinical skills, re-search capabilities and integrative ability . Anonymous questionnaires were dispensed to eight-year program medical graduates for self-evaluation. Distinct anonymous questionnaires were dispensed to tutors directors for evaluation. Traditional doctoral graduates (professional degree or academic degree) were set as standard for comparison of specific ability of eight-year program medical students. Results 74 out of 85 (87%) questionnaires for Eight-year program medical graduates were available. 53 out of 63 (84%) questionnaires for tutors were available. 21 out of 26 (81%) questionnaires for directors of clinical departments were available. In clinical capabilities, according to 43 percent (32 persons) of the eight-year MD graduates' self-assessment and the evaluation of 94%(50 persons) mentors and 81%(17 people) department directors, eight-year program medical graduates were regarded as lower-skilled clinicians compared with doctoral graduates with professional degree . Eight-year program medical graduates were also considered with worse research capabilities than doctoral graduates with profes-sional degree by themselves (76%, n=56), their tutors (91%, n=48), and their department directors (86%, n=18). Conclusions The survey shows that to some extent, the current eight-year clinical doctoral graduates lack of career development potential, reflecting the current training mode cannot lead to the given training goals. We suggest that both clinical skills and research capabilities should be enhanced to make sure that eight-year program medical graduates deserve the title of academic physicianorphysician scientists.

In order to improve the clinical skills of medical students,the First Clinical School of Tongji Medical College,Huazhong University of Science and Technology strengthened the construction of teaching base,teaching materials,teaching team,curriculum and assessment methods,and established a comprehensive experimental teaching system of clinical skills.

Objective To analyze the training effect of eight-year and five-year program students of clinical medicine specialty in Tongji Medical College of Huazhong University of Science and Technology,and explore the reform of medical personnel training mode.Method We collected the graduation stage appraisal results of 96 students in 8-year program of 2008 year class and 200 students in 5-year program of 2011 year class,including results of theory examination and the results of Objective Structured Clinical Examination (OSCE).We also conducted a satisfaction questionnaire about educational effects among them.SPSS 17 was used to conduct independent sample chi square test on two groups of students' assessment data.Results The average score of theory examination had no statistical significance [(63.80 ± 1.36) vs.(61.37 ± 6.95),P=0.175],but the eight-year program students had higher pass rate than five-year program students (63.5％ vs.54.0％,P=0.039).The average OSCE score of the eight year students was higher than that of the five year system,and the difference was statistically significant [(76.11 ± 2.13) vs.(73.21 ± 2.12),P=0.03].From the three aspects of time distribution,teaching methods and teachers' attitudes,it was analyzed that over half of the eight-year program students were satisfied with the teaching of the basic theory and self-learning ability,while more than 50％ students of the five-year program were satisfied with the teaching of basic theory.Conclusion The models of medical education in eight-year program and five-year program in Tongji Medical College of Huazhong University of Science and Technology have achieved remarkable success.Further reformation and perfection in the models are still needed to cultivate more qualified medical students.

Objective:To understand the results of blind evaluation of dissertation of three-year doctors and eight-year medical doctors, and to explore the improvement measures of eight-year program education.Methods:The data analysis method was manipulated. A total of 47 eight-year doctoral and 88 three-year doctoral dissertations submitted by the first clinical college of Huazhong University of Science and Technology in 2020 were selected as the research material. SPSS 17.0 was used to perform Chi-square test to compare the itemized evaluation opinions of the dissertation, Spearman test was used to analyze the correlation between the defense opinions, itemized evaluation opinions and the overall evaluation.Results:The gap between eight-year and three-year doctoral dissertation is mainly manifested in innovation and research value ( χ2=9.10, P=0.003), topic and review ( χ2=5.70, P=0.017), while there is no significant difference in the overall assessment and oral defense suggestion. The main influencing factor of dissertation defense suggestion for both doctors was the dissertation standardization (eight-year: r s=0.53, P<0.001; three-year: r s=0.45, P<0.001). The evaluation results of eight-year doctor dissertation were closely related to basic knowledge and scientific research ability ( r s=0.74, P<0.001). Conclusion:There is no significant difference between eight-year doctors and full-time doctors in research attitude. But there was a certain gap in scientific research and innovation ability among them. It is suggested to clarify the teaching objectives, formulate and refine the evaluation system of dissertations, and strengthen the cultivation of scientific research interest and academic belief of eight-year study program.

Deming cycle theory, namely the plan-do-check-act (PDCA) cycle theory, is a relatively advanced and widely used theory of quality management system in foreign countries, with both scientific and systematic features. The research group introduced the PDCA quality control theory into the eight-year clinical course assessment for the first time to carry out the reform of clinical course examination and actively promote the explanation and evaluation system for examination papers. After four years of follow-up research, the management means based on the PDCA cycle was continuously used to optimize the explanation and evaluation system for examination papers and improved the efficiency of clinical course examination. At present, certain achievements have been made, which include urging students to reflect on learning, promoting the implementation of the student-centered teaching philosophy, enhancing teachers' teaching input, and improving the management quality of teaching departments.