Objective To analyze the diagnosis, therapy and prognosis of the most severe type ulcerative colitis or critical ulcerative colitis. Methods Forty cases of severe ulcerative colitis in recent 18 years in our hospital were reviewed. Based on the criteria from literatures, a self generated criterion was used to identify the critical ulcerative colitis, i.e.: ① bloody stool≥9 times/d;② body temperature≥38?C;③ pulse rate≥90 beats/min;④ Hb

Objectives:To learn about the attitudes toward the "Global Minimum Essential Requirements(GMER) in medical education" between Chinese doctors and graduates from the same medical university and to offer reference for spreading GMER in China.Methods: To investigate the subbjects using a questionnaire describing the related abilities of GMER.Description,rank test,multivariate analysis of variance and factor analysis are applied in data analysis.Results: In general,there are different attitudes toward GMER between doctors and graduates.13 of 23 items have statistical significance in scores between groups.The proportion of person considering every item as important or very important among doctors is higher than that among graduates.There is statistical significance between groups on the transformed score in 7 domains of GMER.The domain of topmost score is "clinical skills",and of the lowermost one is "community health & health system".Conclusions: Doctors and graduates both accept GMER.They both pay attention to occupational skills,but ignore the public health.Doctors think much of basic knowledge,while graduates are short of the cognition on "Information Management".

The authors compared the purpose,and the main content of three international standards in medical education developed by the Institute for International Medical Education (IIME), World Health Organization Western Pacific Regional Office (WHO/WPRO), and World Federation for Medical Education (WFME) respectively. The IIME's standard is deferent from the others. The IIME's standard contains seven broad educational outcome domains and 60 items in the domains. The purpose of IIME's standard is to improve the common core competency of individual medical graduates of each medical school in the world, and the standard focuses the outcome of medical education and belongs to summative individual evaluation. The WHO/WPRO's and WFME's standards are quite similar. They define the standards across nine broad areas of medical schooling divided into 38 sub-areas. The ultimate goal of the WHO/WPRO's standard is to encourage national governments to adopt a quality assurance process in medical education. The aim of the two standards is to promote the quality assurance of medical schools. Both of the two standards focus the whole process of medical schooling and medical schools, and belong to formative evaluation.

Symptomatology and medical history taking are the focuses of diagnostics study. With the improvement of teaching and learning, students can basically master the standard process of clinical inquiry of chief complaints to family history efficiently. However, due to the lack of systematic learning of clinical diseases, it's difficult for most students to form a targeted, logical and speculative inquiry thinking pattern, so they are unlikely to write a medical history of present illness that reflects their thinking on disease inclusion and exclusion. In this study, we come up with the characteristics and defects of symptomatology teaching at present, and put forward a new idea of symptomatology teaching by introducing clinical manifestations of diseases and examples of inquiry.

With the emergence of technological revolution and industrial transformation in the new era, scientific and technological innovation accelerates development, which has become the leading future force. New technology derived from scientific and technological revolution and the change of the cognition of medicine promote the exploration of modern medicine and help construct a development model of the whole life cycle health care gradually. This medical model marks a new stage with the coexistence of whole life cycle health service and personalized precision diagnosis and treatment. China first proposed the concept of "new medical science" to solve the problems of how to develop medical education in the future and cultivate medical talents in the new era, which are major concerns to medical educators. Therefore, this study analyzed the development trend of medical education in the new era, and explored the reform of medical education and the cultivation of medical talents from the aspects of medical development and scientific research innovation and proposed countermeasures.

Objective:To investigate the current situation of standardized patient programs and standardized patient educators in China, and to analyze the existing problems in the implementation.Methods:Questionnaire survey was used in this study. The questionnaire was made by Delphi method, and distributed via E-mails or through the internet to medical colleges, affiliated hospitals and general hospitals across the country. Microsoft Office Excel 2016 was used for data reduction and analysis and cartography.Results:A total of 94 medical colleges and hospitals of 27 provinces and municipalities participated in the survey, of which 43.62% had carried out standardized patient programs. The primary factor affecting the program implementation was the lack of standardized patient educators. The existing trainers were mainly clinicians or nurses, and the main way of training the educators was to send them to other universities for learning. A majority of respondents (94.68%) think it is necessary to establish and formulate a unified national certification system for standardized patient educators.Conclusion:The development of standardized patient program is unbalanced in China, and the lack of standardized patient educators has become the primary factor restricting the development. In order to make standardized patients a greater role in medical education, we should encourage different types of personnel to join in the standardized patient training team, to clarify the responsibilities of standardized patient educators, to standardize the process of trainers training, and to establish the certification system of standardized patient educators.