Recently, continuing medical education has made progress under the support of national policies. However, the exploration of continuing medical education has overlooked the concept of non-technical skills. The lack of training in non-technical skills has become increasingly prominent, which seriously restricts the development of medical education. Drawing on the developmental trajectory and curriculum design experiences of non-technical skill training in Europe and the United States, this study examines the current situation and the problems of non-technical skill training in China. By establishing an effective curriculum support system to enhance engagement, improving the training process for non-technical skills to optimize the curriculum structure, and focusing on faculty cultivation targets to establish admission standards, this study aims to promote the steady and healthy advancement of non-technical skill training, and achieve a "win-win" situation in terms of patient safety and the sustainable development of continuing medical education.

Recently, continuing medical education has made progress under the support of national policies. However, the exploration of continuing medical education has overlooked the concept of non-technical skills. The lack of training in non-technical skills has become increasingly prominent, which seriously restricts the development of medical education. Drawing on the developmental trajectory and curriculum design experiences of non-technical skill training in Europe and the United States, this study examines the current situation and the problems of non-technical skill training in China. By establishing an effective curriculum support system to enhance engagement, improving the training process for non-technical skills to optimize the curriculum structure, and focusing on faculty cultivation targets to establish admission standards, this study aims to promote the steady and healthy advancement of non-technical skill training, and achieve a "win-win" situation in terms of patient safety and the sustainable development of continuing medical education.

Objective:To investigate the importance, satisfaction and influencing factors of college students in a medical university, and to provide reference for the teaching reform of public elective courses.Methods:A questionnaire survey was conducted in this study among Batch 2018 students of Southern Medical University. A total of 691 questionnaires were distributed and 674 valid ones were recovered. The data were analyzed descriptively, and one-way ANOVA analysis and multiple linear regression analysis were carried out by using SPSS 20.0.Results:There were statistical differences between students' objective of elective course, evaluation of teachers, evaluation of courses and harvest of courses and students' satisfaction and attention to public elective courses ( P<0.05). Students who chose courses for improving their comprehensive quality paid more attention to public courses [(4.3±0.73) points] and had higher satisfaction [(4.34±0.69) points] than other options. Students with good evaluation on teachers' teaching paid more attention to public elective courses [(4.32±0.71) points] and their satisfaction [(4.45±0.62) points] was higher than other options. Students with good evaluation on the courses had the highest degree of attention [(4.35±0.71) points] and satisfaction [(4.47±0.63) points]. Students paid the highest attention [(4.75±0.53)points] to and had the highest satisfaction [(4.85±0.36) points] with the public elective courses with more course harvest. The multiple linear regression analysis found that the 5 variables, gender, teaching forms, teaching evaluation, course quality and course harvest had significant differences in the scores of public elective course satisfaction ( P<0.05). Conclusion:The male students, in inquiry teaching form, the higher evaluation on the teacher, the higher the course quality, and the more the course harvest, the higher the students' satisfaction with the public elective courses.

Objective:To explore the reform plan for the integration of doctoral degree education in clinical medicine and standardized training for specialists.Methods:Using the literature analysis method and expert interview method, the preliminary framework of the merger training program was initially constructed, and Delphi method was used to determine the final index system. Excel 2010 was used to make data entry, and SPSS 19.0 was used for statistical analysis.Results:After two rounds of inquiry, the preliminary framework of the merger training program was finally determined from six aspects: enrollment methods, training resources, training content, training methods, training assessment and quality control, including 6 first-level indicators, 26 second-level indicators and 72 third-level indicators.Conclusion:By scientifically formulating systematic training programs, establishing the core training content and comprehensive evaluation system with post competency, and using flexible academic system, it provides a basis for carrying out the reform of the integration of doctoral education of clinical medicine and standardized training of specialists.

While the development of simulation-based medical education in China is facing such opportunities as increasing demand, information technology and internet development, there are also dilemmas that a systematic training system has not yet been formed, the professionalism of the faculty needs to be strengthened, clinical practice cannot be fully simulated, the relevant policies and systems are not perfect, and there is a gap between the construction of the center and developed countries. It is necessary to grasp the opportunity, improve the development level, adapt to social needs, strengthen teacher training, improve the rules and regulations, develop training standards, enrich simulation cases, etc., and further promote the connotative development of simulation-based medical education.

Objective In order to understand the identity of medical students for the standardized training for specialists,and provide theoretical support and policy reference for it.Methods Using the method of stratified sampling and quota sampling,2 367 medical students were selected from 17 universities in 7 administrative regions of the country to carry out anonymous electronic questionnaire survey.The results were analyzed by SPSS 19.0,with methods of mean comparison,ratio constituent and Chi-square test.Results In the survey,only 231 samples had a good understanding of specialist training for specialists,which accounted for 9.8％.And there were statistical differences between different types of medical students (x2=40.5,P＜0.05) and different administrative areas (x2=33.7,P＜0.05).17.0％ of the samples have shown that they would take participate in the special training system initiatively;641 samples (22.9％) had a positive attitude towards the system,and 782 samples (33％) did not.The main reasons for non-support included low treatment (71.8％),long training time for becoming a doctor (87.7％) and the difficulty of ensuring the training quality (59.1％).Conclusion The research can shed some lights on standardized training for specialists including establishing a network communication platform to improve the efficiency,increasing financial investment,setting up a mechanism to link the capital input to training quality to ensure the treatment of trainees,exploring the training mode of combining standardization training and doctorate training to shorten the training period,reforming the personnel system and incorporating specialists training system into the promotion conditions of professional titles.

Objective To explore the application of PBL in dermatology and venereology teaching. Method According to random principle, 120 students were divided into experimental group and control group (60 students per group). The experimental group received PBL, and the control group received tradi-tional teaching. The teaching contents included systemic lupus erythematosus, pemphigus, psoriasis, syphilis. The course needed 16 periods totally . the traditional teaching group applied 8 classes extensive class teaching and 8 classes clinical trainee, and the PBL teaching group implemented case-based teaching 4 hours each time. Teaching satisfaction evaluation and test scores would be analyzed at the end of the semester. SPSS 17.0 was used for t test. Results The teaching satisfaction (contains professional values and ethics, communication skills, clinical skills, community health and health systems, information management, critical mind and research, etc.) of experimental group was higher than control group (P<0.05); The test scores of experimental group was higher than control group (P<0.05), especially in total score of theoretical examina-tion, comprehension and application. The difference mainly came from PBL teaching (P<0.05). Conclusion PBL is conductive not only to the comprehension and application of knowledge but to training the students' abilities of independent learning.

Objective To construct the competency model of excellent and common clinical medicine undergraduates according to the competency theory . Methods Literature search was used to screen competency model. Behavioral event interview was used to interview 32 excellent clinical experts. Open questionnaire survey was conducted to 100 clinical medical undergraduates. We compiled the primary competency dictionary based on the above results. To determine the final competency dictionary, Delphi method of 50 experts was used to determine the final competency dictionary. According to the competency dictionary, a questionnaire survey was made to test the excellent and ordinary undergraduate students. Results The 38 features of behavioral event interview and 42 features of open questionnaire survey were combined to 51 features, which were used as the first round of expert questionnaire. Two rounds of expert consultation reached a high degree of coordination. 4 first level indicators: knowledge and skills, social role+values+service characteristics, self-concept and consciousness, personality quality and motivation and 36 features were established as final compentency model. 80 excellent clinical medical undergraduates got score of 143.65 ±23.53, while 100 ordinary undergraduates got score of 133.55 ±35.31 (t=2.29,P=0.023), which indicated the competency model could distinguish excellent and ordinary clinical under-graduates . Conclusion This competency model of clinical undergraduate students is reliable and practical, which can be used in future clinical undergraduate training and evaluation.

The professional identity of medical postgraduates has great influence on their profes-sional learning, career development and realization of self-value. The effect factors of the professional iden-tity are as following:the conflict between personal needs and professional requirements, professional employ-ment prospect, the social recognition of medical profession and individuality. In this article, we suggest a feasible way to improve the professional identity for medical postgraduates by developing an interest in medical profession, optimizing specialty structure and improving personal comprehensive quality.

The main form of the postgraduate medical training in China is residency standard-ized training, while the residency training system in some European and American developed countries is relatively mature. A review is presented on the programs of residency standardized training in Europe and America, concentrating on their strength and defects and reaching the conclusion that standard-ization, high-efficiency, personalization, socialization and internationalization can be the new trends in the development of residency standardized training in China.