Science Journal of Education
Volume 8, Issue 1, February 2020, Pages: 22-26
Received: Feb. 8, 2020;
Published: Apr. 14, 2020
Views 171 Downloads 67
Xueling Chen, Department of Pathogen Biology and Immunology, Medical College of Shihezi University, Shihezi, China
Xian Wang, Department of Pathogen Biology and Immunology, Medical College of Shihezi University, Shihezi, China
Xinzhi Li, Department of Physiology, Medical College of Shihezi University, Shihezi, China
Le Zhang, Department of Pathophysiology, Medical College of Shihezi University, Shihezi, China
Hong Zou, Department of Pathology, Medical College of Shihezi University, Shihezi, China
Xuelian Pei, Department of Tissue Embryology, Medical College of Shihezi University, Shihezi, China
Lei Zhao, The experiment Center, Medical College of Shihezi University, Shihezi, China
Fang Wu, Department of Pathophysiology, Medical College of Shihezi University, Shihezi, China
Jun Hou, Department of Pathogen Biology and Immunology, Medical College of Shihezi University, Shihezi, China
With the rapid development of medical education, how to train high-quality medical talents in line with social needs is an important problem of medical education reform faced by western medical colleges with lack of faculty and limited medical resources. Based on promoting the excellent physician program of the ministry of education, medical college of Shihezi University has been achieved certain reform efforts by integrating basic medical courses, strengthening the cultivation of medical thinking, integrating humanistic education, and changing the examination mode. Under the educational idea of inheriting the "three foundations" and advocating the "three early", a new training mode was initially established by combining integration of preclinical medical courses centered on organ systems with humanistic quality education. It is of vital practical significance to train medical talents with comprehensive post competence such as humanistic spirit, innovation ability, scientific research ability and community comprehensive service ability.
Teaching Reform of Clinical Medicine in Western Comprehensive University, Science Journal of Education.
Vol. 8, No. 1,
2020, pp. 22-26.
J. Y. Xiao, W Qu, J. M. Yang, H. Gao, A. M. Wang, J. Xu, Y. Z. Wang, and M. Cong, “Research and practice on basic clinical integration curriculum system for clinical medicine specialty”, Med Edu Mgt, 2017, Vol. 3, pp. 408-412.
P. He, M. H. Yang, X. S. Lin, M. J. Luo, and D. Y. Huang, “Constructing a system-based integrated curriculum for clinical undergraduates”, China Higher Medical Education, 2003, (03), pp. 5-7.
J. Q. Chen, Q. Xia, L. Q. Fu, S. C. Ling, R. Zhou, Y. J. Yang, Z. N. Cai, and H. F. Tang, “Integrated teaching practice of preclinical medical sciences”, China Higher Medical Education, 2006, (11), pp. 73-75.
Z. W. Chen, Y. Guo, Y. X. Shen, X. M. Jia, X. R. Chen, L. Yu, G. L. Xu, S. Y. Wang, and Y. X. Lu, “Preliminary exploration on the construction of course integration system of basic medicine for clinical medical specialty”, Basic Medical Education, 2015, Vol. 17, pp. 1054-1056.
J. Lu, Y. Shi, and L. Zhou. “Review on post competence model on the basis of medical education reform”, Basic Medical Education, 2019, Vol. 21, pp. 1005-1012.
Y. Zhai and J. C. Zhai. “Application of Critical Thinking in Medical Education”, Medicine & Philosophy (A), 2018, Vol. 39, pp. 81-83.
Z. Q. Xu, Y. Xu, and H. Liang. “Exploration of clinical practice teaching for students in eight-year program in neurology (4+4 mode)”, Chin J Med Edu Res, 2019, Vol. 18, pp. 1002-1005.
H. D. Liu, F. Liu, J. Ma, F. Y. Xu, and X. L. Li, “Enlightenment of training model of scientific research in foreign higher educational institutions to medical education in China: Take the experience of the Medical University of South Carolina as an example”, China Medical Education Technology, 2019, Vol. 33, pp. 675-678.
M. C. Petrizzo, M. L. Barilla-LaBarca, Y. S. Lim, A. M. Jongco, M. Cassara, J. Anglim, and J. N. H. Stern, “Utilization of high-fidelity simulation to address challenges with the basic science immunology education of preclinical medical students”, BMC medical education, 2019, Vol. 19, pp. 352-359.
N. Gimpel, T. Kindratt, A. Dawson, and P. Pagels, “Community action research track: Community-based participatory research and service-learning experiences for medical students”, Perspectives on Medical Education, 2018, 7, pp. 139-143.
S. O. Li, W. H. Deng, B. Hao, G. Q. Li, Y. F. Wang, D. P. Wang, and X. Lian, “College, General Hospital, and Community Trinity Jointly Train General Medical Students”, China Health Industry, 2019, Vol. 16, pp. 6-7.
A. Z. Ahmed, A. Khaled, “Integration of scientific research training into undergraduate medical education: a reminder call”, Medical Education Online, 2013, 18: 22832, DOI: 10.3402/meo.v18i0.22832.
Y. R. Zhang, “Perspective of British Higher Medical Education”, Zhejiang Medical Education, 2019, Vol. 18, pp. 5-7.
J. W. Wilson, R. D. Baer, and S. Villalona, “Patient Shadowing: A Useful Research Method, Teaching Tool, and Approach to Student Professional Development for Premedical Undergraduates”, Academic medicine, 2019, Vol. 94, pp. 1722-1727.
S. H. Qing, H. Li, J. Q. Wen, "Construction and Practice of Basic Medical Scientific Research Training System characterized by "Base-Curriculum-Subject" Combination”, Medicine Teaching in University (Electronic Edition), 2017, Vol. 7, pp. 53-56.