The World Federation for Medical Education (WFME) "Basic Medical Education WFME Global Standards For Quality Improvement (the 2020 Revision)" has added the requirements for the course of health systems science (HSS) in the guidance for curriculum content. HSS is the principles, methods, and practices that improve the quality, outcomes, and costs of providing health care to patients and populations within the health care system. Since the 21st century, in order to adapt to the increasingly rapid changes in the demand for health care services and the increasingly complex system, the American Medical Association (AMA) worked with several medical colleges and universities to propose the design and practice of a course focusing on HSS in addition to the two pillar courses of basic and clinical sciences, so as to help medical students master clinical competencies, develop and use system thinking to better adapt to the requirements of professional work, and accomplish their work tasks in an efficient, extensive, and low-cost manner from the perspective of the association between health systems. In recent years, HSS has been defined as the third pillar of medical education that, from the structural perspective, stabilizes and ensures the achievements of medical education. This article describes the structure and contents of HSS and related advances.

In 2022, Chinese Medical Doctor Association issued the model of physician competency that includes six core competencies. Workplace-based formative assessment is an important method for the implementation of competency-based medical education, among which direct observation assessment, such as mini-clinical evaluation exercise and direct observation of procedural skills, together with multi-source assessment (i.e., 360-degree assessment), widely covers competency assessment, and entrustable professional activities (EPAs) are also worth exploring. Design of a comprehensive assessment system, establishment of a clinical competency committee, and enhancement of the external conditions of medical education may help with the implementation of competency assessment. Extending competency-based medical education to the stage of undergraduate education is an important measure to improve the quality of medical education.

Objective:To discuss the possibility of modifying nonfunctional distractors to improve the quality of multiple-choice questions in medical examination through analyzing the changes in the difficulty and discrimination of items and the selection rate of modified distractors.Methods:Thirty-two multiple-choice questions involving nonfunctional distractors from a medical examination were studied. According to the item-writing guidelines, experts modified nonfunctional distractors based on actual measurements. We analyzed the changes in the difficulty and discrimination of items and the selection rate of modified distractors before and after item modification using the paired Wilcoxon test, and investigated the correlation of item difficulty and discrimination before and after item modification by Spearman's rank correlation analysis.Results:Six questions were modified due to technical factors, and 26 questions were modified due to weak interference in knowledge content. Before and after nonfunctional distractor modification, the difficulty values of the questions were 0.676 (0.558, 0.893) and 0.637 (0.531, 0.839), respectively; the discrimination values (point-biserial correlation) were 0.261 (0.150, 0.316) and 0.262 (0.138, 0.358), respectively; and the discrimination index values were 0.215 (0.113, 0.352) and 0.259 (0.138, 0.346), respectively. There were significant differences in the difficulty and discrimination index of items before and after modification. The difficulty and discrimination of items before and after modification were both significantly correlated. The selection rates of modified distractors were 0.009 (0.003, 0.015) and 0.044 (0.021, 0.092) before and after modification, respectively, which were significantly different.Conclusions:Nonfunctional distractors in this study were mainly caused by reasons in the contents of the test questions, less in technical defects. Through the analysis and modification of nonfunctional distractors, the selection rate of nonfunctional distractors can be effectively increased, and item difficulty and discrimination can be improved.

Objective:To investigate the correlation between the annual professional proficiency test results and the theoretical examination score of completion assessment in standardized residency training, as well as the value of the annual professional proficiency test results in predicting whether a resident passes the theoretical examination of completion assessment.Methods:The residents who participated in the annual professional proficiency test of residency training in Affiliated Hospital 2 of Nantong University in 2019-2021 and the completion assessment of residency training in 2020-2022 were selected as subjects, and related data were collected, including sex, education background, personnel type, training specialty, the results of annual professional proficiency test, and the theoretical examination score of completion assessment. According to whether the resident passed the theoretical examination of completion assessment, they were divided into passed group and failed group. SPSS 19.0 was used to perform the chi-square test, the independent samples t-test, and the binary logistic regression analysis; the Pearson correlation coefficient was used for correlation analysis; the sensitivity analysis was represented by ROC curve. Results:Compared with the residents who passed the theoretical examination of completion assessment, the residents who did not pass the examination had a significant reduction in the proportion of the residents from our hospital and a significant increase in the proportion of the residents commissioned by foreign institutions ( χ 2=7.00, P=0.008). The passed group had a significantly higher national percentile of annual professional proficiency test score than the failed group (43.46%±26.61% vs. 23.40%±18.71%, t=6.02, P<0.001). The national percentile of annual professional proficiency test score was positively correlated with the theoretical examination score of completion assessment ( r=0.43, P<0.05). The source of residents commissioned by foreign institutions and the low percentile of annual professional proficiency test score were independent risk factors for failing the theoretical examination of completion assessment ( P=0.020 and P<0.001). The national percentile of annual professional proficiency test score had an area under the ROC curve of 0.73 (95% CI: 0.65-0.80) in predicting the outcome of theoretical examination and had a certain predictive value with a cut-off value of 15.1%. Conclusions:In addition to strengthening homogenization and professional base management for residency training, it is necessary to make full use of the results of annual professional proficiency test in standardized residency training and timely check the professional knowledge of the residents whose a national percentile of <15.1%, so as to effectively improve the pass rate of theoretical examination and the quality of training.

Objective:To develop employer's satisfaction evaluation index system towards post competency of residents.Methods:Using Delphi method, the employer's satisfaction evaluation index system towards post competency of residents was formulated through a two-round expert consultation among 19 experts. SPSS 20.0 was used for statistical analysis to calculate the positive coefficient, authority coefficient and coordination degree of experts.Results:For the two rounds of the expert consultation, the questionnaire recovery rate was 95.0% and 100% respectively. The experts' authority coefficient was 0.92, and the system was ultimately determined, including 5 first-level indicators, and 32 secondary indicators. The coefficient of variation (CV) of first-level indicators was 0.00, and the Kendall's W of secondary indicators was 0.663. Conclusions:Employer's satisfaction evaluation index system towards post competency of residents is scientific and reliable, which could provide employer with systematic and objective tool to evaluate residents' post competency.

With the increasing demand for rehabilitation medical care, medical education has taken on the important mission of cultivating high-quality rehabilitation talents for "Healthy China", and it is necessary to make attempts to explore the reform of rehabilitation majors in line with social needs and develop a professional layout that fits better with social needs. After more than 20 years of development, a certain scale has been formed for the establishment of rehabilitation majors, but the analysis of related data has revealed the problems such as mismatch of professional disciplines, mixed attributes of professional institutions, and unstable quality of talent training. Based on the setting of rehabilitation majors in the catalogues of undergraduate majors in colleges and universities adjusted and promulgated in 1998, 2012, and 2020 and the addition of majors in different types of colleges and universities in each catalogue, this article summarizes the rules, trends, and characteristics of the development of rehabilitation majors in higher education institutions in China and discusses the current status and existing problems of such majors, so as to provide a theoretical reference for the optimization and adjustment of rehabilitation majors in China.

As the most important disease that threatens human health all around the world, tumor is becoming the most concerning health issue in urgent need of breakthrough and innovation. The tertiary medical education of the United Kingdom is a typical representative of European tertiary medical education with a successful education model, and it also has distinctive features in the training of oncologists. The author studied in Royal Marsden Hospital in the United Kingdom for one year in 2021. This article introduces the training mode of oncologists in the United Kingdom from course duration, curriculum, and education and training methods in clinical practice. It shows that the main feature of oncologist training in the United Kingdom is the emphasis on the transition from basic knowledge to clinic practice, from general education to specialty education, and from clinical practice to research and then back to clinical practice. With reference to the actual situation of oncologist training in China, it is hoped that this study can provide help and guidance for the reform of the education and training mode for oncologists.

Objective:To investigatethe heterogeneity of career growth recognition amongphysicians at the stage of standardized training and the growth characteristics of clinical physicians in the early stage, and to provide a reference for improving the quality of standardized training.Methods:The trainees who received standardized residency trainingwere randomly selected from three grade A tertiary hospitals in Chongqing, China. Mplus7.4 was used for latent profile analysis to explain the relationship between explicit continuous indicators, and the subtypes of career growth recognition were analyzed.Results:Career growth recognition at the stage of standardized training was classifiedinto three subtypes of all-round growth recognition, high resource and expectation recognition, and unclassified growth recognition, among which the subtype of unclassified growth recognition accounted for the highest percentage of 40.27% (207 trainees).Conclusions:Physicians at the stage of standardized training show obvious uncertainty aboutcareer growth recognition, and it is necessary to strengthen the education on career growth recognition during standardized training and design a development pathway based on the characteristics of career growth recognition.

Objective:Taking naval officers and soldiers who participate in military continuing education as an example, to compare the distribution of sensory learning style of learners with different personality in order to provide suggestions and references for online course teaching.Methods:By using convenient sampling method, MBTI (Myers-Briggs Type Indicator) and VARK (Visual, Aural, Read/Write, Kinesthetic questionnaire) were measured in the Navy. A total of 10 000 questionnaires were distributed and 8 124 valid ones were collected. Through analysis of SPSS 25.0 software, the personality dimensions and personality types were analyzed for personality analysis, and the main indicators of sensory learning style analysis were tendency multiplicity, the intensity and distribution of single sensory learning style, and specific sensory learning styles. The Chi-square test was adopted, with test level of α=0.05. Results:It showed statistical differences in the tendency multiplicity and intensity of single style among officers and soldiers in the three dimensions of extroversion-introversion, sensing-intuition and judging-perception ( χ 2=12.37, 18.02, 22.97, 12.57, 12.73, 24.45, P=0.005, <0.001, <0.001, =0.006, =0.005, <0.001). It showed statistical differences in the distribution of single style and the specific sensory learning styles among officers and soldiers in all the four dimensions of extroversion-introversion, sensing-intuition, thinking-feeling, and judging-perception ( χ 2=28.30, 36.96, 11.40, 41.95, 53.76, 75.48, 43.11, 77.29, P <0.001, <0.001, =0.022, <0.001, <0.001, <0.001, <0.001, <0.001). It showed statistical differences in the tendency multiplicity, the intensity and distribution of single style, and the specific sensory learning styles among naval officers and soldiers with different personality types ( χ 2=86.63, 96.22, 147.41, 363.76, all P<0.001). Conclusions:Personality dimension has influence on sensory learning style, especially for extroversion-introversion, sensing-intuition, and judging-perception dimensions. Personality type has an important influence on the tendency multiplicity, distribution type and performance intensity of sensory learning style. It is integral part of online course teaching to meet the diversified and personalized learning needs of officers and soldiers.

Objective:To investigate and analyze the status quo of work stress and its influencing factors among residents in the standardized training of obstetrics and gynecology.Methods:A questionnaire survey was carried out among 232 training residents by random sampling from a standardized training base of a tertiary hospital in Beijing from June 2019 to May 2020. The collected general information included gender, age, specialty, education background, work experience, time of training, income satisfaction and recognition of the necessity of training. The current situation and influencing factors of pressure were analyzed through the work pressure source scale. The lower the score means the greater stress. SPSS 22.0 was used to process the data by performing t-test and Chi-square test. Results:The total points of work stress (67.02±12.65) of the residents was lower among all the departments ( P<0.001). The most important work stressors were workload and time allocation (7.11±2.42), job situation and resources (7.21±2.34), management and personal relationship (15.66±3.69), and those were significantly different in any other departments ( P=0.003). One-way analysis of variances showed that job stress scores were significantly different among types of income satisfaction ( P=0.003). Combined with the results of logistic regression equation, the total scores of work stressors in such three aspects as "specialty and career", "workload and time allocation", and "job situation and resources" decreased with the satisfaction, and the lower the score, the greater the pressure, with statistical significance ( P=0.006, 0.008, 0.012, respectively). However, in terms of "patient diagnosis and treatment", and "management and interpersonal relationship", there was no significant difference between the groups ( P=0.067, 0.057, respectively). Conclusions:The stress of obstetrics and gynecology residents is generally high. Clinical and medical affairs are the main sources of their work stress, and income satisfaction is the major influencing factor of the work stress.