In order to compensate for the deficiencies of current medical education, improve the comprehensive quality of medical students, the First Clinical College, Tongji Medical College of Huazhong University of Science and Technology took the lead in carrying out the health management practice of rela-tives and friends, and made a beneficial exploration of humanistic education for medical students. Relatives and friends were regarded as the specific practice objects, and by telephone and network at school, face-to-face communication during the vacation, medical students established, managed and track the health records of relatives and friends. The students could practice while learning, which made medical students, in im-proving the knowledge structure, enhance their emotional communication with friends and relatives, improve their doctor-patient communication ability, establish the concept of humanistic care, and cultivate their occupation moral respect for life and their dedication to medicine and the sense of responsibility and mission to the society. It provides a new strategy for medical humanities education.

Objective To discuss the effect and application value of applying the master teacher responsibility system in neurology teaching. Methods 100 five-year medical students were randomly di-vided into the experimental group and the control group with computer. Master teacher and teaching team were set in the experimental group to use a variety of teaching methods for course-teaching. At the same time, the traditional teaching method was used in the control group. After the course, theory test was arranged for the two groups blindly. Statistic tool SPSS 13.0 of t test was used to evaluate the teaching effect of these two groups. And capability-oriented questionnaire survey for experimental group was conducted to survey students' subjective assessment of their own learning. Results The experimental group students' average score of the theory examination was (73.87±7.12), while control group students' average score was (73.18± 9.94), and the difference was not statistically significant (t=0.265, P=0.792). Besides, there was no signifi- cant difference in the scores of male and female students in the experimental group either (t=0.068, P=0.947). Teaching satisfaction survey results showed that 100% (16/16) of the experimental group students believed that their ability of autonomous learning, problem analysis and team cooperation was improved significantly. Conclusion Setting up master teacher responsibility system is beneficial to strengthening teacher team and cultivating students' autonomous learning ability, and it also ensures the fairness of the exam. But it still need to be improved in the quality of teachers, quantity of students, process supervision and so on to ensure the teaching effect.

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.

Since the outbreak of COVID-19, several prevention and control measures have been successively promulgated in Wuhan. To name a few, setup of designated hospitals for severe COVID-19 patients is key to enforcing the policy of pooling patients, experts, resources and standardizing treatment. These efforts contribute decisively to improving the cure rate and reducing the mortality of COVID-19. As one of the designated hospitals composed of multiple medical teams, Wuhan Union Hospital put in place a joint working mode for treating severe COVID-19 patients, and found solutions to the main problems and difficulties in management. Its experiences provide references for the operation of joint medical institutions in emergency.

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.

Objective:To explore the effect of early clinical clerkship training in the early exposure to clinical practice of eight-year program medical students.Methods:Experimental control method was used in this study. A total of 120 eight-year program medical students in the third year of Batch 2014 to 2016 from the Union Hospital, Tongji Medical College, Huazhong University of Science and Technology were selected as the research objects. The students of each grade were randomly selected by computer and divided into experimental group and control group, with 20 students in each group. Before early clinical exposure, the experimental group received 16 class hours of early clinical clerkship training, while the control group did not receive early clinical clerkship training. After the early clinical exposure, the clinical diagnosis and treatment ability of the two groups of students was compared. SPSS 24.0 software was used for t test. Results:The scores of medical history inquiry of experimental group and control group were [(17.45±1.96) points and (15.95±1.93) points; (18.30±1.03) points and (16.75±1.86) points; (17.95±1.36) points and (16.40±1.60) points, respectively]. The physical examination scores were [(17.75±1.65) points and (16.05±1.64) points; (17.85±1.18) points and (16.80±1.47) points; (18.25±1.16) points and (16.85±1.63) points, respectively]. The clinical judgment scores were [(18.15±1.42) points and (16.35±2.41) points; (18.20±1.24) points and (16.65±1.53) points; (18.35±1.35) points and (16.25±1.83) points, respectively]. Diagnosis and treatment scheme scores were [(17.15±1.57) points and (14.55±2.56) points; (17.30±1.42) points and (15.90±1.48) points; (17.80±1.06) points and (16.35±1.87) points, respectively]. The scores of communication skills were [(17.95±1.15) points and (17.00±1.19) points; (18.55±0.83) points and (17.45±1.50) points; (18.45±1.00) points and (17.45±1.23) points, respectively], with statistically significant differences (all P<0.05). Conclusion:The application of early clinical clerkship training in the early exposure to clinical practice of eight-year program medical students can improve the quality of students' clerkship.