Journal of Huazhong University of Science and Technology[Medical Sciences]is sponsored by Tongji Medical College,Huazhong University of Science and Technology,a prestigious medical school based in the central part of ...Journal of Huazhong University of Science and Technology[Medical Sciences]is sponsored by Tongji Medical College,Huazhong University of Science and Technology,a prestigious medical school based in the central part of China.Starting in 1979,it is a peer-reviewed journal that focuses on medical sciences.In China,it is one of the five periodicals that are firstly included in Index Medicus（IM）and is now under the coverage of the Science Citation Index-Expanded（SCI-E）.展开更多
Focusing on the reform initiatives of Chinese Academy of Medical Sciences(CAMS) & Peking Union Medical College(PUMC) in medical scientific and technological innovation from perspectives of deepening the reform and...Focusing on the reform initiatives of Chinese Academy of Medical Sciences(CAMS) & Peking Union Medical College(PUMC) in medical scientific and technological innovation from perspectives of deepening the reform and optimizing the ecosystem of science and technology innovation,this article summarizes the highlights of CAMS & PUMC’s efforts in safeguarding people’ s health and promoting the Healthy China 2030 strategy through scientific and technological innovation in the fields including basic research,disease prevention and treatment,and medical technology in the past ten years.These achievements embody the endeavors and responsibility of CAMS& PUMC in realizing self-reliance and self-improvement of Chinese medical science and technology and highlight its contributions to the development of medical science and technology of China.展开更多
Background: Multiple Choice Questions (MCQs) are well known and widely used assessment tool. They can be used to measure the different levels of educational outcomes: knowledge, understanding, judgment and problem sol...Background: Multiple Choice Questions (MCQs) are well known and widely used assessment tool. They can be used to measure the different levels of educational outcomes: knowledge, understanding, judgment and problem solving. Traditional MCQs (stand-alone MCQs) often are used as a tool for facts recall. Advantages of using Scenario-based questions (SBQs) include more focus on learning objectives and ability to assess higher levels of learning. Shifting to scenario-based questions can increase the level of difficulty and measure higher levels of cognition. Purpose: This study explores the current knowledge and overall awareness of the undergraduate teaching staff about the use and difficulties of scenario-based single-best answer, multiple-choice questions (SB-SBA-MCQs) in assessments of the basic medical sciences. Method: We used an e-Likert scale questionnaire to explore this issue. The questionnaire covered the current knowledge, experience of staff in writing (SB-SBA-MCQs), courses or postgraduate degrees they attended and difficulties they face or anticipate in writing (SB-SBA-MCQs). Results: The majority (86%) are familiar with courses or workshops related to MCQs writing and assessment in general, a small minority have not attended any. The majority (86%) had some experience in writing MCQs. Only, a small percentage have not tried writing this type of MCQs. Nearly 60% think it takes time to construct, the majority (96%) of those researched are in support of shifting to scenario-based MCQs in basic medical sciences. Conclusion: The study has shown most of the teachers of basic medical sciences are aware of and with good knowledge in (SB-SBA-MCQs). It also highlighted the importance and need for regular training courses and workshops on the same.展开更多
Introduction: With the introduction of a new curriculum “Modellstudiengang Medizin” in Aachen, the education in medical psychology was also restructured. This paper presents data from the students’ evaluations of t...Introduction: With the introduction of a new curriculum “Modellstudiengang Medizin” in Aachen, the education in medical psychology was also restructured. This paper presents data from the students’ evaluations of the Basic Course in Medical Psychology and the new teaching format “Systemblock Psyche” over a three-year time span. Method: All students were asked to evaluate the courses anonymously online. Effect sizes [1] were calculated to compare acceptance of the different course types and also changes across time. Results: Both the Basic Course in Medical Psychology and the Systemblock Psyche were rated as “good” to “satisfactory” and were in their overall acceptance comparable to other courses and system blocks. Continuous improvement in acceptance was found for the Basic Course (d = 0.30 - 0.57). The Systemblock Psyche received varying evaluations but achieved higher scores on comprehensibility (d = 0.20) and communication among teachers (d = 0.34) than other system blocks. On the other hand, students rated the education in medical psychology as less relevant than other courses (d = 0.28 and 0.77, respectively). Conclusion: Overall, the acceptance rating was satisfactory and comparable to other evaluation studies conducted in earlier curricula. However, ratings of the relevance of the courses in medical psychology were disappointing and indicate the difficulty of teaching a biopsychosocial model to medical students.展开更多
Concordance has been suggested as a process of the consultation in which prescribing process is based on partnership. The aim of this cross-sectional study was to compare attitudes towards psychiatric medication and c...Concordance has been suggested as a process of the consultation in which prescribing process is based on partnership. The aim of this cross-sectional study was to compare attitudes towards psychiatric medication and concordance in medicine taking between medical and psychology students, as they represent future members of mental health teams. Two hundred and sixteen medical students and 222 psychology students completed the Leeds Attitudes toward Concordance scale (LATCon) and the Beliefs about Medication Questionnaire (BMQ) (both adapted for psychiatric medication). Psychology students saw psychiatric medicines as more harmful and were also most likely to believe that psychiatrists overprescribed these medicines. They also scored higher than medical students on attitudes towards concordance, although this difference remained at the limit of statistical significance.展开更多
文摘Journal of Huazhong University of Science and Technology[Medical Sciences]is sponsored by Tongji Medical College,Huazhong University of Science and Technology,a prestigious medical school based in the central part of China.Starting in 1979,it is a peer-reviewed journal that focuses on medical sciences.In China,it is one of the five periodicals that are firstly included in Index Medicus（IM）and is now under the coverage of the Science Citation Index-Expanded（SCI-E）.
文摘Focusing on the reform initiatives of Chinese Academy of Medical Sciences(CAMS) & Peking Union Medical College(PUMC) in medical scientific and technological innovation from perspectives of deepening the reform and optimizing the ecosystem of science and technology innovation,this article summarizes the highlights of CAMS & PUMC’s efforts in safeguarding people’ s health and promoting the Healthy China 2030 strategy through scientific and technological innovation in the fields including basic research,disease prevention and treatment,and medical technology in the past ten years.These achievements embody the endeavors and responsibility of CAMS& PUMC in realizing self-reliance and self-improvement of Chinese medical science and technology and highlight its contributions to the development of medical science and technology of China.
文摘Background: Multiple Choice Questions (MCQs) are well known and widely used assessment tool. They can be used to measure the different levels of educational outcomes: knowledge, understanding, judgment and problem solving. Traditional MCQs (stand-alone MCQs) often are used as a tool for facts recall. Advantages of using Scenario-based questions (SBQs) include more focus on learning objectives and ability to assess higher levels of learning. Shifting to scenario-based questions can increase the level of difficulty and measure higher levels of cognition. Purpose: This study explores the current knowledge and overall awareness of the undergraduate teaching staff about the use and difficulties of scenario-based single-best answer, multiple-choice questions (SB-SBA-MCQs) in assessments of the basic medical sciences. Method: We used an e-Likert scale questionnaire to explore this issue. The questionnaire covered the current knowledge, experience of staff in writing (SB-SBA-MCQs), courses or postgraduate degrees they attended and difficulties they face or anticipate in writing (SB-SBA-MCQs). Results: The majority (86%) are familiar with courses or workshops related to MCQs writing and assessment in general, a small minority have not attended any. The majority (86%) had some experience in writing MCQs. Only, a small percentage have not tried writing this type of MCQs. Nearly 60% think it takes time to construct, the majority (96%) of those researched are in support of shifting to scenario-based MCQs in basic medical sciences. Conclusion: The study has shown most of the teachers of basic medical sciences are aware of and with good knowledge in (SB-SBA-MCQs). It also highlighted the importance and need for regular training courses and workshops on the same.
文摘Introduction: With the introduction of a new curriculum “Modellstudiengang Medizin” in Aachen, the education in medical psychology was also restructured. This paper presents data from the students’ evaluations of the Basic Course in Medical Psychology and the new teaching format “Systemblock Psyche” over a three-year time span. Method: All students were asked to evaluate the courses anonymously online. Effect sizes [1] were calculated to compare acceptance of the different course types and also changes across time. Results: Both the Basic Course in Medical Psychology and the Systemblock Psyche were rated as “good” to “satisfactory” and were in their overall acceptance comparable to other courses and system blocks. Continuous improvement in acceptance was found for the Basic Course (d = 0.30 - 0.57). The Systemblock Psyche received varying evaluations but achieved higher scores on comprehensibility (d = 0.20) and communication among teachers (d = 0.34) than other system blocks. On the other hand, students rated the education in medical psychology as less relevant than other courses (d = 0.28 and 0.77, respectively). Conclusion: Overall, the acceptance rating was satisfactory and comparable to other evaluation studies conducted in earlier curricula. However, ratings of the relevance of the courses in medical psychology were disappointing and indicate the difficulty of teaching a biopsychosocial model to medical students.
基金The Instituto de Salud Carlos III, FEDER Unión Europea (PI10/00955)
文摘Concordance has been suggested as a process of the consultation in which prescribing process is based on partnership. The aim of this cross-sectional study was to compare attitudes towards psychiatric medication and concordance in medicine taking between medical and psychology students, as they represent future members of mental health teams. Two hundred and sixteen medical students and 222 psychology students completed the Leeds Attitudes toward Concordance scale (LATCon) and the Beliefs about Medication Questionnaire (BMQ) (both adapted for psychiatric medication). Psychology students saw psychiatric medicines as more harmful and were also most likely to believe that psychiatrists overprescribed these medicines. They also scored higher than medical students on attitudes towards concordance, although this difference remained at the limit of statistical significance.
