Warm bodies in white coats.

Few generalizations can be made about graduates of medical schools outside of the United States and Canada, as these graduates vary tremendously in educational and cultural background. Of primary concern is the foreign medical graduate, with inferior education and limited knowledge of English, who does not quality for regular licensure in the United States but who, because of acute manpower shortages, is placed in a position of authority in a state hospital. This situation is possible because of existing state laws.     

Assessing the clinical skills of foreign medical graduates

To test the hypothesis that the clinical skills of many foreign medical graduates entering residencies in the United States are deficient, the Medical Skills Committee of the Educational Commission for Foreign Medical Graduates (ECFMG) developed an examination called the Clinical Skills Assessment. The committee constructed the test after identifying those clinical skills it considered to be suitable for testing in a large-scale examination to be conducted at multiple locations. The test was given to 117 foreign medical graduates (including 37 U.S. citizens) who had been certified by the ECFMG and to a reference sample of 64 graduates of U.S. medical schools. All of the graduates took the test prior to their first postgraduate year of training. Thirty-two percent of the graduates of foreign medical schools who took the examination were found to have inadequate clinical skills when compared with those of graduates of U.S. schools. The committee concluded that a clinical skills examination could be developed and administered successfully.     

An American's view of Canadian medical education.

Undergraduate medical education in Canada and the United States is remarkably similar, except for the fact that Canadian medical schools are supported by their provincial governments. However, the systems diverge sharply at the postgraduate level. In Canada, the number and specialty mix of residents are negotiated by medical schools in response to educational and social needs; in the United States, these factors are largely determined by hospital service needs. The Canadian systems of accreditation, certification and payment for medical education after graduation are much simpler than those of the United States, and the accreditation and certification systems are more objective. In addition, the US system promotes subspecialization and a costly specialty imbalance, whereas Canada's system has achieved an appropriate balance of specialists and generalists. In general, Canadian medical education appears to be simpler, more accountable and more socially responsive.     

Undergraduate nursing education in the United States

Nursing education in the United States began in the 1870s with hospital training schools modeled after the Nightingale plan. Presently there are three educational paths that students may take to become a registered nurse （RN）. These are the baccalaureate degree （BS）, the associate degree （AD） and the diploma. Accelerated nursing programs are also available for people who have a baccalaureate degree in another field. Nursing education and nursing practice in the United States is regulated by each of the 50 states. The focus of nursing education is the preparation of nurses who use critical thinking skills to provide comprehensive patient-centered care to a variety of clients. It is expected that nurses will function using evidence-based practice in a culturally competent, safe manner. Nursing schools must be approved by the state in which they exist. In addition to this, most nursing schools are also accredited, a voluntary process that is done by a non-governmental association. All graduates take the same licensing exam, a computer adaptive test that is from 75 to 265 items long educated graduates were first time test takers; 85.5% passed the exam. Trends in nursing education In 2008 almost 120,000 US include a focus on evidence based practice, an emphasis on safety and quality, patient education and management of chronic conditions, genetics and genomics and the use of simulation in nursing education     

Canadian-Trained Basic Medical Scientists, 1946-47—1963-64

The number of master's and doctoral degree holders who obtained their degree in a basic medical science under the supervision of a Canadian medical faculty between 1946-47 and 1963-64 was obtained from the medical schools. Of the total degree holders, 69% are currently residing in Canada, 23% in the U.S.A., and the remaining 8% in overseas countries.

Questionnaire returns from doctoral degree holders revealed that citizenship status at the time of graduation is positively related to migration; migration rates were lowest for Canadian-born and highest for landed immigrants and foreign students. Geographic mobility during training was also found to be a significant factor which increased the propensity to migrate. One-half of those who took further postdoctorate training in the United States are currently living in the United States, compared to 15% of those who received all their training in Canada. Information on current type of employment revealed that only a quarter of the Ph.D. respondents are in a basic science teaching position in Canada.

     

医学留学生的需求调查与培养对策分析

如何提高教学水平、培养合格的临床医生是目前我国医学留学生教育发展的核心需求。作者通过对近年来在其所在校医学留学生进行问卷调查,结合医学专业的实际情况,提出了相应培养对策建议,以期促进留学生教育的良性发展。     

中外医学院校医学人文素养教育的现状及发展

医学人文素质教育是现代医学教育中的重要环节。在美、英以及日本等国家,许多医学院校已将医学人文素养教育纳入必修课程并高度重视其价值。而纵观国内医学院校的人文素养教育,尚未形成系统化、体系化的发展。本文通过比较国外医学人文素养教育发展的阶段及特点,分析了国内医学人文素养教育的现状与不足,并从医学教育结构与模式、教学方法、对医学素养教育重视程度3个方面提出整合医学人文素养课程的合理建议,旨在为我国的医学教育改革提供参考。     

中德合作举办医学研究生暑期学校的实践与思考

中外合作办学是提升高校办学实力的有效途径之一,也是实施研究生教育创新计划的重大举措。中德医学研究生合作办学是华中科技大学在研究生教育领域的探索,通过引入国外优秀的教育资源,学习和积累教学经验,积极有效地探索医学研究生培养国际化的途径和方法,获得了大多数学生的认可。合作办学在传授国际前沿知识、促进文化交流的同时,也极大地激发了学生的学习兴趣和动力,培养了学生的创新能力,并为我国研究生教育提供了宝贵经验。     

The role of psychiatry in Western European medical education.

During 1976-77 the authors studied psychiatric education in Western Europe, visiting university centers in 10 countries. Medical education in various European countries has developed out of different traditions. The significance of these for the present educational systems are discussed and the differences from the U.S. curriculum clarified. Psychiatry until recently in Europe has been dominated by a phenomenological approach. It has not assumed the same importance in the curriculum as in the United States. However, since the student revolts of 1968, there have been major reforms in teaching, including changes in the role of psychiatry in medical education and increased attention to social and psychological factors in health and disease.     

对美国UCLA医学教育的考察与反思

以美国UCLA医学院医学教育为例,比较我国和美国医学院校的医学教育的差异。美国生源来源于大学本科生,课程的设置以器官系统为中心的模块式课程,教学方式以PBL教学法为重点的多样化方式,学业考核多样化,重视本科生师资的配置,培养目标为优秀的临床医师。我国生源来源于高中生,课程的设置以学科专业进行设置,教学方式多以教师为中心的大课教学,学业考核形式较单一,重视研究生的师资配置,培养的目标是复合型人才。通过反思两国医学教育教学中存在的差异性,从中借鉴和吸收一些能够提高我国医学教育教学的经验和理念,包括应优化教学体制、更新教学理念、教学方式的多样化、提高学生的主动性、发挥临床见习实习的长处、重视临床技能的培养、提高教学硬件设施、网络的建设、提高教师整体素质及加强人文素质教育,为我国高等医学教育的教学改革提供新思路和方向。     

美国高等医学院校生命伦理学教学现状及启示

美国国家健康研究中心生命伦理学研究所对125所美国医学院的生命伦理学教学情况进行了调查,分析美国的生命伦理学教育现状。根据这些数据文章将提出对我国生命伦理学教学的几点启示,以期为提升我国生命伦理学的教学质量,在校大中专生的生命伦理素养提供一些助益。     

中美大学公共卫生研究生教学资源对比研究

目的：通过中关大学研究生教育资源的对比分析,为中国公共卫生研究生教育的发展提供科学依据。方法：采用网络、电话采集信息和面对面访谈方式获取中关大学公共卫生研究生教育相关数据。结果：美国大学生师比均高于中国大学,美国大学校均课程拥有量365．7门。中国大学校均课程拥有量41．2门,教师人均开设课程数为0．3门低于关国大学的1．7门。美国大学生均课程拥量是中国大学的2倍。结论：中关大学研究生教育资源存在较大差距,中国大学需积极扩充研究生教育资源提高研究生培养质量。     

八年制医学生神经外科临床见习课的教学体会

八年制医学教育是目前培养高层次医学人才的重要方式。针对八年制神经外科教学的特点,参考国内外主要医学院的教学成果并结合军医大学学生的特点对八年制学生神经外科的见习教学进行了改进,通过临床教学应用,取得了良好的教学效果。     

Study of required clerkships in internal medicine in U.S. and Canadian medical schools

The authors studied teaching of clinical skills and the supervision of clinical education of undergraduate medical students by reviewing students' patient-related experiences in required internal medicine clerkships in the United States and Canada during the 1979-1982 accreditation cycle of the Liaison Committee on Medical Education. The reported patient-related experiences of 180 medical students from 42 medical schools who took histories and performed physical examinations on 2,891 patients formed the basis of this paper. Variability in clerkship length, time worked, supervision, and patient mix suggests that additional quantitative data should be sought on medical students' experiences during the clerkship.     

美国医学院校教学模式改革新方向

学科交叉和融合正在成为新的医学知识的重要产生途径。随着医学认识方法和研究方法的发展,医学教育模式必然需要调整。当前,美国顶尖医学院校纷纷通过课程整合的方式,重塑学生知识体系和学习思维方式。我们关注美国一流医学院校的改革,并试图理解改革中所包含的思考,以期为中国高等医学教育模式改革提供借鉴和参考。     

Substance-abuse education in medical school: past, present, and future

In this article, the author presents an overview of substance-abuse education in U.S. medical schools. In the early 1970s, two nationwide conferences prompted an awareness of the need for improved medical education in substance abuse. The Council on Mental Health and the Committee on Alcohol and Drug Dependency, both of the American Medical Association, presented general guidelines for a curriculum in substance abuse. During the same era, the federal government sponsored a career teacher training program in drug abuse and alcoholism, and private foundation funding supported educational endeavors that resulted in long-term materials for teaching in medical schools. Three current programs that are improving drug-abuse education are described. These developments are good examples of efforts that should be considered for any medical school curriculum. Goals for the future should include some attempt to modify the institutions, both medical schools and hospitals, where patterns leading to physician impairment may develop.     

美日加医学人才培养模式比较研究

文章以美?日?加三国医学人才培养模式为研究对象,着重从生源要求?学制与学位?课程与教学三个维度分析三国医学人才培养的现状与特点,透过现象探析三国医学人才培养模式形成的历史与文化根源,探析三国医学教育发展过程中共性与个性?传统与变革辩证统一的应然与必然?通过以上研究以期为理解和研究我国医学教育探索一个新的视角?     

Educational programs in US medical schools, 1998-1999.

To describe the current status of medical education programs in the United States and to trace trends in medical education over this century, we used data from the 1998-1999 Liaison Committee on Medical Education Annual Medical School Questionnaire, which had a 100% response rate, and data from other sources. In 1998-1999, total full-time faculty members numbered 98202, a 1.5% increase from 1997-1998. The number of applicants to medical school declined for the second consecutive year, from 43020 in 1997 to 41004 in 1998, but the academic qualifications of entering students remained steady. The number of applicants from underrepresented minority groups decreased 1.3% from 1997 to 1998, compared with an 11.1% decrease between 1996 and 1997. Women constituted 43.4% of applicants in 1998, slightly more than the 42.5% in 1997. The total number of required hours in the first and second years of the curriculum and the number of scheduled hours per week have declined over the past 15 years, while the average lengths of clinical clerkships remained about the same. The number of schools requiring students to pass Steps 1 and 2 of the United States Medical Licensing Examination continued to increase in 1998-1999, with 50% of schools requiring passing both examinations, compared with 46% in 1997-1998.     

Students' perceptions of values emphasized in three medical schools

The purpose of the study presented here was to assess medical students' perceptions of the weight given to scientific and humanistic values in their learning environment and to determine whether students' perceptions in a given school vary according to their level of medical training and personal characteristics. The study was conducted in 1979 via a mail questionnaire sent to a sample of 713 freshmen, juniors, and graduates from three U.S. medical schools; 82.2 percent responded. The results indicated that the students' perceptions of school values varied little according to the students' personal characteristics, such as sociodemographic and educational background, interests before medical training, and expected specialty choice. However, important differences were observed in students' perceptions of values emphasized to them at different schools. Preclinical and clinical students' perceptions of the importance given to scientific values were similar. As for humanistic values, significantly lower ratings were given by clinical students than preclinical students in two of the schools.