基于转化医学理念,着重培养临床医学研究生科研能力

研究生教育是我国教育结构中最高层次的教育,而临床医学研究生的高素质创造性培养是国家医学教育的重任。当今已步入21世纪,转化医学日益成为引领现代医学、中医学研究与创新发展的核心[1]。随着转化医学的兴起和发展,为临床医学研究生的培养带来了机遇,同时也提出了挑战。尤其是对临床医学研究生的科研能力培养提出了新要求、新目标。积极探索适应现代转化医学要求的科研创新模式及打造中医大健康产业,为培养优秀的具有转化意识的临床医学研究生已刻不容缓,并将产生重要的意义。     

医学生科研实习——临床医学七年制学生科研与创新能力的培养

培养临床医学七年制学生临床能力的同时,如何对其科研和创新能力培养一直都是医学教育者积极探索的领域.为培养医学七年制学生科研能力,我们给医学七年制学生提供了一个根据自己的兴趣和时间安排选择导师参加科研实习的机会,要求学生完整参加一项研究并发表第一作者论文一篇.通过近五年开展自愿科研实习的情况,我们发现参与学生的科研思维初步形成,动手能力明显提高,同时还增强了学习的兴趣,基本上完成了实习的要求.我们认为自愿科研实习让学生对科研有所认识,为以后的深造与研究打下良好基础,值得在对七年制医学生培养中广泛推广.     

肿瘤血液科临床实习带教中转化医学理念的植入

目的探讨转化医学理念植入肿瘤血液科临床实习带教的意义。方法从强化职业道德、教授专业知识、培养科研素质和增强团队意识等方面置入转化医学理念,进行教学实践。结果实习生很好地认识了转化医学,培养了从临床中发现问题进行科研的思维。结论转化医学理念植入肿瘤血液科临床带教中,有助于提高教学质量,培养应用型人才。     

医学检验本科生毕业学术论文撰写能力培养的体会

科研工作在检验医学中有重要的作用,医学检验专业本科生毕业论文是检验学生理论学习与实践结合以及科研能力培养的重要阶段,是作为毕业生科研思维和能力的综合训练,毕业论文完成的好坏可以考察检验医学本科毕业生在将来工作中掌握所学知识、运用知识的能力,培养学生综合应用临床与各相关专业知识的能力和科研基本能力,为今后能独立开展科研工作打下一定基础,也是培养合格检验人才的重要环节,因此,加强医学检验本科生毕业论文撰写能力的培养越来越成为检验本科教学的重要任务,为此谈谈自己的认识和体会.     

带教医学检验专业本科毕业论文体会

毕业实习是临床教学的重点和难点,是培养高质量、高素质医学检验专业人才的关键阶段.它不仅作为一个重要环节链接在整个教学体系中,而且还作为连接理论知识与社会实践并使理论知识向更高阶段发展的重要桥梁.毕业论文是检验学生理论学习与实践结合以及科研能力培养的重要阶段,是作为毕业生科研思维和能力的综合训练[1-2].作者就带教医学检验专业本科毕业论文谈几点体会.     

医学本科生教学过程中的科研能力培养

总结国内外医学本科生科研能力培训的经验,对呼吸系统疾病教学过程中的科研能力培养进行了初步探索。进行课前布置,课后总结。并对目前医学本科生的科研能力培养方式、时间、资助、评价等方面提出建议和思考。     

七年制医学研究生培养心得

七年制医学研究生的培养是高级医学人才的主要培养途径之一。我院眼科根据多年的经验,结合时代发展的特点,摸索出一套方法,提高了临床和科研能力培养的水平。     

如何提高医学硕士研究生的科研能力

医学研究生教育是医学教育结构中最高层次的教育,担负着培养高素质人才和发展科学技术的双重任务,医学研究生的素质直接影响到医学事业的发展。科研是临床医疗与教学的先导,是医疗新技术持续不断产生的摇篮,也是临床医学发展进步的源泉与动力。高素质的临床医师,不仅要具备良好的职业道德,娴熟精湛的医疗技术,而且要有创新思维的科研攻关能力。因此,不论对于科学型或是临床型的医学研究生,其科研能力的培养已成为高等医学教育的重要内容。科学思维和科研能力的培养是目前研究生教育面临的实际问题,是研究生教育的根本任务。要达到提高医学研…     

导师制在医学检验技术专业本科生科研创新能力培养中的作用

随着医学技术的不断发展,社会对科研创新型医学人才的需求量逐渐增加,这就要求各医学院校必须加强对学生科研创新能力的培养.本文详细分析了导师制的教学方法及现存的问题,并对导师制在医学检验技术专业本科生科研创新能力培养中的具体作用进行了阐述,希望对导师制的完善以及医学检验科研创新能力的提升能够有所帮助.     

以"大学生创新创业训练计划"为契机的医学本科生科研素养培养探索

随着社会发展进步,当代医学教育对医生提出了更高的要求,除医疗外还需具备科研、教学等多方面的能力。优秀医学生的培养除了教授医学理论知识和日常临床实践,还应指导医学生了解相关领域前沿进展,开拓学术视野,具备一定的科研能力。本文结合“大学生创新创业训练计划”,通过科研认知、实验训练和项目实施,建立医学本科生科研素养培养体系,探讨如何培养高素质的创新型医学人才。     

The first decade of the American Board of Internal Medicine certification in critical care medicine: an overview of examinees and certificate holders from 1987 through 1996

OVERVIEW: This study reviews the first decade of critical care medicine (CCM) certification by the American Board of Internal Medicine (1987-1996). Included are the characteristics of examinee and certificate-holder groups; examination performances from different underlying disciplines of internal medicine, with or without formal CCM training; and the influence of background and a training program as correlates of examination performance. DATA SOURCES: The CCM certification examination has been offered biennially since November 1987. Performance data on the American Board of Internal Medicine examinations in internal medicine and its subspecialties and added qualifications were available for candidates taking the CCM examinations. For examinees with formal CCM training, residency program director ratings, and information regarding the program characteristics of size and percentage of United States and Canadian medical graduates were also available. STUDY SELECTION: All examinees who ever attempted certification were included in this study. The study cohort for each of the five examination administrations consists of all first-time takers. CONCLUSIONS: Cohort sizes have decreased since formal training became an admission requirement in 1993. Percentages of International Medical Graduates and women attempting and achieving certification have increased steadily. Examination performance was positively associated with formal training, internal medicine examination performance, recent medical training, and pulmonary disease certification. For those with formal training, performance was also positively associated with training program director ratings of overall clinical competence and completion of a training program with a higher proportion of United States and Canadian medical graduates.     

Opportunities for emergency medicine training in Australia.

Opportunities exist for graduates from the United Kingdom to undertake some of their emergency medicine training in Australia. Guidelines for graduates are presented on when to travel, how to find a position, what information one should obtain about a position, and how to acquire the necessary visa and medical registration. A successful visit takes some time to plan and requires cooperation between the negotiating parties. The graduate who undertakes training abroad can expect to benefit professionally and personally. The development of an international exchange network for trainees would streamline the process and broaden the appeal to graduates of completing some of their emergency medicine training in another country.     

On the issue of cooperation in organizing the laboratory medicine education

In the Omsk public medical Academy, the informational and technological support of laboratory medicine education at undergraduate and postgraduate stages required to organize the cooperation between the Russian Association of medical laboratory diagnostics and the Academy course of clinical diagnostics. The non-commercial interaction was organized between the Academy and the manufacturers and suppliers of laboratory diagnostic systems. This approach permitted to implement the cycle of scientific educational forums and to start the territorial program of quality management in laboratory research. The choice of the specialty "clinical laboratory diagnostics" as a prospective profession significantly increased among the Academy graduates. In addition, the Russian Association of medical laboratory diagnostics and the Omsk public medical Academy started a new joint project targeted to the support of laboratory diagnostics techniques training in concordance with the new public educational standard of higher professional education. Thereby, a specified model of joint resolution of actual issues is developed in the field of laboratory medicine education with coordinator collaboration of Russian Association of medical laboratory diagnostics as a professional non-government organization.     

A survey on the graduates from the combined emergency medicine/pediatric residency programs

The guidelines for dual training in Emergency Medicine (EM) and Pediatrics over a 5-year program have long existed. Many have questioned the benefit of such training in relation to either specialty and in relation to Pediatric Emergency Medicine (PEM) sub-specialty training. We report on the professional outcome, career focus, and job satisfaction of these graduates. Surveys were returned from 91% (n = 29) of graduates, all of whom reported completing either of the two combined training programs. All respondents reported practicing in an emergency medicine setting either with or without an additional pediatric emphasis. Fifty-nine percent reported an academic EM affiliation. Almost all (96.5%) would choose to repeat combined training and all reported they would recommend the combined program to medical students interested in Pediatrics and EM. Combined graduates report a high level of satisfaction with their training and overwhelmingly would recommend such training to medical students. Combined graduates seem to universally work in an ED setting, although a number maintain their pediatric involvement. Over half of the graduates participate in academic EM.     

Modernising medical careers: educational implications for the emergency department

Modernising Medical Careers (MMC) is a project designed to reconfigure postgraduate medical education throughout the United Kingdom. It is proposed that all UK medical school graduates undertake a 2 year foundation programme to build basic professional skills to which specialist training can be added. Implicit in these proposals is that career choices need to be made at a relatively early phase of training. In the case of emergency medicine, a common stem of training in emergency and critical care is being proposed which would be suitable early training for potential specialists in emergency medicine, anaesthesia, intensive care, and acute medicine. In both foundation training and higher specialist training, the trainee should have the skills of a self directing, reflective learner and the trainer the skills required to produce a good learning environment with a supportive and open atmosphere and learning structured to maximise the opportunities for experiential learning in the workplace.     

The structure,process and outcome of emergency medicine training

A study was conducted of 85 graduates of the Australasian College for Emergency Medicine to determine their perceptions of the quality of their graduate training and the status of their current practice. Participants were asked to use a scale of 1 to 5 (with 1 being a low or very poor rating, 5 being a high or very good rating) to rate their satisfaction with the structure of their training, the adequacy of the learning environment during training and the adequacy of their training relative to the emergency medicine curriculum. A response rate of 94% was achieved. Training in emergency departments (EDs) rated 4.0. Training in off-service rotations rated 3.6. The learning environment during training rated 3.8. The scope of educational experiences, access to teaching and research resources, and the quality and quantity of supervision by non-emergency physician specialists rated the lowest. The adequacy of their training relative to the curriculum rated 3.5, with a number of clinical areas including paediatrics, administrative aspects of emergency medicine and emergency medical systems, rated among the lowest. These perceptions in the context of the current practice of most graduates will help highlight the aspects of training that need further monitoring and improvement.     

Recent Trends in Primary Care Interest and Career Choices Among Medical Students at an Academic Medical Institution

Phenomenon: As an impending shortage of primary care physicians is expected, understanding career trajectories of medical students will be useful in supporting interest in primary care fields and careers. The authors sought to characterize recent trends in primary care interest and career trajectories among medical students at an academic medical institution that did not have a family medicine department. Approach: Match data for 2,477 graduates who matched into resident training programs between 1989 and 2014 were analyzed to determine the proportion entering primary care residency programs. An online search and confirmatory phone call methodology was used to determine primary care career trajectories for the 795 graduates who matched into primary care residency programs between 1989 to 2010. Subanalyses were performed to characterize primary care career entrance among graduates who matched into the three primary care residency programs: Family Medicine, Categorical and Primary Care Internal Medicine, and Categorical and Primary Care Pediatrics. Findings: Between 1989 and 2014, 911 (37%) of all matched graduates matched into primary care residency programs. Of the 795 graduates who matched into these programs between 1989 and 2010, less than half (245; 31%) entered primary care careers. Of the graduates who ultimately entered primary care careers, 82% matched into either internal medicine or pediatrics residency programs and 18% matched into family medicine programs. Although there have been fluctuations in primary care interest that seem to parallel health care trends over the 26-year period, the overall percentage of graduates entering primary care residency programs and careers has remained fairly stable. Between 2006 and 2010, entrance into both primary care residency programs and primary care careers steadily increased. Despite this, the overall percentage of matched graduates who entered primary care careers over the 22-year study period (12%) was less than the national average (16%–18%). Insights: In the 26-year period between 1989 and 2014, primary care career interest increased slightly among medical students at this academic medical institution, with fluctuations that seem to coincide with national health care trends. Year-to-year fluctuations appear to be driven by rising numbers of Categorical Pediatrics and Categorical Internal Medicine matchers pursuing careers in primary care. There may be a need for specialized curricula and strategies to promote and retain interest in primary care at academic medical institutions, especially at institutions without family medicine training programs.     

Rural hospital generalist and emergency medicine training in Papua New Guinea

The present paper describes the role of the hospital generalist in rural Papua New Guinea (PNG) and the contribution of emergency medicine training to that practice. Generalist practice in Tinsley District Hospital in Western Highlands Province is described, with emphasis on emergency surgery and anaesthesia. The potential of the PNG emergency medicine training programme for preparing generalists is discussed. Tinsley Hospital served a population of 40,000 people, with 4000 admissions and 300-400 operations performed annually. Two doctors and 50 nurses and community health workers provided care with minimal resources. The doctors provided supervision and teaching for nurses, community health workers, hospital administrators and primary health carers, including on long range medical patrols. Over 16 months, doctors performed 243 emergency surgical procedures including orthopaedics, general surgery, obstetrics and gynaecology. The generalist in rural hospitals is required to perform a wide variety of medical tasks in isolated settings yet there is no active postgraduate training programme. The Master of Medicine, Emergency Medicine programme includes rotations through the major disciplines of surgery, anaesthesia, internal medicine, paediatrics, obstetrics and gynaecology. It has the potential to train doctors in PNG for a generalist role as graduates will learn the foundations of the required skills.     

The Impact of Environmental Factors on Emergency Medicine Resident Career Choice

OBJECTIVE: To evaluate the impact of environmental factors on emergency medicine (EM) resident career choice. METHODS: Program directors of all U.S. EM residencies were surveyed in November 1997. A 22-item questionnaire assessed resources allocated to research, fellowship availability, academic productivity of faculty and residents, and career choices of residency graduates. RESULTS: The response rate was 83%. The program director (mean+/-SD) estimates of resident career choice were as follows: 27.8+/-19.1% pursued academic positions with emphasis on teaching, 5.4+/-9.8% pursued academic positions with emphasis on research, and 66.8+/-23.1%, pursued private practice positions. In addition, 5.70+/-6.13% of the residency graduates were estimated to seek fellowship training. Univariate analyses demonstrated that increasing departmental funding for research, having substantial resource availability (defined as having at least two of the following: dedicated laboratory space; support for a laboratory research technician/assistant, a clinical research nurse or study coordinator, a statistician, or an assistant with a PhD degree), a greater number of peer-reviewed publications by residents (r = 0.22; p = 0.08), and a greater number of peer-reviewed publications by faculty (r = 0.26; p = 0.04) positively correlated with the percentage of graduates who pursue academic research careers. Using multiple regression, however, increasing intramural funding and the presence of substantial resource availability were the only variables predictive of resident pursuit of an academic research career. CONCLUSION: Modification of the EM training environment may influence the career choices of graduates. Specifically, greater commitment of departmental funds and support of resources for research may enhance the likelihood of a trainee's choosing an academic research career.     

Clinical biochemistry education, training and continuing professional development in the United Kingdom

Education and training to become a senior professional in UK clinical biochemistry is coordinated at national level and is largely dependent upon completion of the MRCPath examination. The number of training commissions is regulated to accord with workforce planning requirements. Both medical and science graduates are eligible to undertake this training and the core curriculum is similar for both groups. Medical trainees have the option of including additional clinical training in metabolic medicine. Increasingly, with the introduction of new methods of assessment, the MRCPath examination is becoming a measure of competence rather than knowledge. Structured CPD is mandatory for career grade doctors and scientists as part of the requirements for them to maintain their individual licence to practice and in order that the laboratory in which they work may be accredited. The education, training and assessment of trainees in clinical biochemistry enable the production of a flexible workforce that is competent and designed to be fit for purpose. The requirement for structured CPD is one part of maintaining competence.