scholarly journals Clinical training in China needs to be improved: A cross-sectional study of MD graduates

2020 ◽  
Author(s):  
XIAONING ZHANG ◽  
Chong Li ◽  
Cailing Yue ◽  
Xue Jiang ◽  
Junli Cao
Keyword(s):  
Medical Education ◽  
Patient Safety ◽  
Clinical Supervision ◽  
Clinical Training ◽  
Academic Research ◽  
Teaching Quality ◽  
Academic Degree ◽  
National Quality ◽  
Training Quality

Abstract Background: China is experiencing medical education reform to construct national quality standards, modernise and standardise health professionals, and advance health delivery system requirements. Graduate medical education (GME) is being piloted as a merger of Doctor of Medicine (MD) and PhD programs to improve academic research and clinical training. However, the academic degree-centred system has led to a preoccupation with academic research rather than clinical training. Quality information regarding the clinical training of MD graduates from Chinese medical schools is lacking. This general investigation aims to provide an overview from the perspective of recent MD graduates in China. Methods: Self-reports on MD clinical training were obtained from 432 MD graduates in 2017 via an online survey. The reports included information on overall satisfaction, educational supervision, supervised learning events, curriculum coverage, local teaching, teamwork, educational governance, workload, supportiveness of the environment, feedback, clinical experience, patient safety, handovers, and reporting systems. Descriptive analysis was used to summarise the outcome. Results: Of the 432 MD graduates surveyed, only 37.4% reported satisfaction with the overall clinical training quality; 54.6% rated the informal and bedside quality as “good”; 64.4% reported that they knew who provided clinical supervision; only 35.5% highly rated the quality of clinical supervision; 51.8% reported that they judged senior physicians as “not competent”; 48.1% believed that their concerns about education and training would be addressed; 41.9% agreed that the staff treated each other respectfully; 97.4% admitted that they worked beyond the mandatory hours and claimed they were regularly short of sleep; 84.2% raised concerns about patient safety; 45.3% reported that they received regular informal feedback. Conclusions: This study suggests that the quality of clinical training for MD graduates needs to be improved; however, even though most participants seemed satisfied with their clinical training. The overall satisfaction with the teaching quality was acceptable, whereas the quality of many clinical training aspects was scored poorly. Each aspect may encourage a deeper investigation into the understanding of causes and possible remediation. Some suggestions include improving safe and effective care, providing positive clinical supervision, offering appropriate practice opportunities, providing health care services, and maintaining optimal patient safety.

scholarly journals Clinical training in China needs to be improved: A cross-sectional study of MD graduates

2020 ◽  
Author(s):  
XIAONING ZHANG ◽  
Chong Li ◽  
Cailing Yue ◽  
Xue Jiang ◽  
Junli Cao
Keyword(s):  
Medical Education ◽  
Patient Safety ◽  
Clinical Supervision ◽  
Clinical Training ◽  
Academic Research ◽  
Teaching Quality ◽  
Academic Degree ◽  
National Quality ◽  
Training Quality

Abstract Background: China is experiencing medical education reform to construct national quality standards, modernise and standardise health professionals, and advance health delivery system requirements. Graduate medical education (GME) is being piloted as a merger of Doctor of Medicine (MD) and PhD programs to improve academic research and clinical training. However, the academic degree-centred system has led to a preoccupation with academic research rather than clinical training. Quality information regarding the clinical training of MD graduates from Chinese medical schools is lacking. This general investigation aims to provide an overview from the perspective of recent MD graduates in China. Methods: Self-reports on MD clinical training were obtained from 432 MD graduates in 2017 via an online survey. The reports included information on overall satisfaction, educational supervision, supervised learning events, curriculum coverage, local teaching, teamwork, educational governance, workload, supportiveness of the environment, feedback, clinical experience, patient safety, handovers, and reporting systems. Descriptive analysis was used to summarise the outcome. Results: Of the 432 MD graduates surveyed, only 37.4% reported satisfaction with the overall clinical training quality; 54.6% rated the informal and bedside quality as “good”; 64.4% reported that they knew who provided clinical supervision; only 35.5% highly rated the quality of clinical supervision; 51.8% reported that they judged senior physicians as “not competent”; 48.1% believed that their concerns about education and training would be addressed; 41.9% agreed that the staff treated each other respectfully; 97.4% admitted that they worked beyond the mandatory hours and claimed they were regularly short of sleep; 84.2% raised concerns about patient safety; 45.3% reported that they received regular informal feedback. Conclusions: This study suggests that the quality of clinical training for MD graduates needs to be improved; however, even though most participants seemed satisfied with their clinical training. The overall satisfaction with the teaching quality was acceptable, whereas the quality of many clinical training aspects was scored poorly. Each aspect may encourage a deeper investigation into the understanding of causes and possible remediation. Some suggestions include improving safe and effective care, providing positive clinical supervision, offering appropriate practice opportunities, providing health care services, and maintaining optimal patient safety.

scholarly journals Clinical training in China needs to be improved: A cross-sectional study of MD graduates

2020 ◽  
Author(s):  
XIAONING ZHANG ◽  
Chong Li ◽  
Cailing Yue ◽  
Xue Jiang ◽  
Junli Cao
Keyword(s):  
Medical Education ◽  
Patient Safety ◽  
Clinical Supervision ◽  
Clinical Training ◽  
Academic Research ◽  
Teaching Quality ◽  
Academic Degree ◽  
National Quality ◽  
Training Quality

Abstract Background: China is experiencing medical education reform to construct national quality standards, modernise and standardise health professionals, and advance health delivery system requirements. Graduate medical education (GME) is being piloted as a merger of Doctor of Medicine (MD) and PhD programs to improve academic research and clinical training. However, the academic degree-centred system has led to a preoccupation with academic research rather than clinical training. Quality information regarding the clinical training of MD graduates from Chinese medical schools is lacking. This general investigation aims to provide an overview from the perspective of recent MD graduates in China. Methods: Self-reports on MD clinical training were obtained from 432 MD graduates in 2017 via an online survey. The reports included information on overall satisfaction, educational supervision, supervised learning events, curriculum coverage, local teaching, teamwork, educational governance, workload, supportiveness of the environment, feedback, clinical experience, patient safety, handovers, and reporting systems. Descriptive analysis was used to summarise the outcome. Results: Of the 432 MD graduates surveyed, only 37.4% reported satisfaction with the overall clinical training quality; 54.6% rated the informal and bedside quality as “good”; 64.4% reported that they knew who provided clinical supervision; only 35.5% highly rated the quality of clinical supervision; 51.8% reported that they judged senior physicians as “not competent”; 48.1% believed that their concerns about education and training would be addressed; 41.9% agreed that the staff treated each other respectfully; 97.4% admitted that they worked beyond the mandatory hours and claimed they were regularly short of sleep; 84.2% raised concerns about patient safety; 45.3% reported that they received regular informal feedback. Conclusions: This study suggests that the quality of clinical training for MD graduates needs to be improved; however, even though most participants seemed satisfied with their clinical training. The overall satisfaction with the teaching quality was acceptable, whereas the quality of many clinical training aspects was scored poorly. Each aspect may encourage a deeper investigation into the understanding of causes and possible remediation. Some suggestions include improving safe and effective care, providing positive clinical supervision, offering appropriate practice opportunities, providing health care services, and maintaining optimal patient safety.

scholarly journals Why clinical training in China should improve: a cross-sectional study of MD graduates

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Xiaoning Zhang ◽  
Chong Li ◽  
Cailing Yue ◽  
Xue Jiang ◽  
Junli Cao ◽  
...  
Keyword(s):  
Medical Education ◽  
Patient Safety ◽  
Clinical Supervision ◽  
Clinical Training ◽  
Online Survey ◽  
Task Force ◽  
Teaching Quality ◽  
Academic Degree ◽  
And Training

Abstract Background China is experiencing major medical education reforms that include establishing national training standards, standards for health professionals, and advanced health delivery system requirements. Graduate medical education (GME) is being piloted as a merger of Doctor of Medicine (MD) with PhD programs to improve academic research and clinical training. However, the academic degree-centred system has led to a preoccupation with research rather than clinical training. Unfortunately, there is a shortage of quality information regarding the clinical training of MD graduates from Chinese medical schools. To fill this gap, this general investigation aims to provide the perspective of recent MD graduates in China for the different subspecialties of clinical training as experienced in different contexts. Methods There were 432 MD graduates who participated in an online survey regarding their clinical training. Information collected included overall satisfaction, educational supervision, supervised learning events, curriculum coverage, local teaching, teamwork, educational governance, workload, supportiveness of the environment, feedback, clinical experience, patient safety, handovers, and reporting systems. Results Only 37.4% reported satisfaction with the overall clinical training quality; 54.6% rated the informal and bedside quality as “good”; 64.4% reported they knew who provided clinical supervision; but only 35.5% rated the quality of clinical supervision as high; 51.8% reported that they judged senior physicians as “not competent”; 41.9% agreed that the staff treated each other respectfully; 97.4% admitted that they worked beyond the mandatory hours and claimed they were regularly short of sleep; 84.2% raised concerns about patient safety; 45.3% reported that they received regular informal feedback; 48.1% believed that their concerns about education and training would be addressed. Conclusions This study suggests that the quality of clinical training for MD graduates should be improved. While the overall satisfaction with the teaching quality was acceptable, the quality of many clinical training aspects scored poorly. A major problem seems an undue focus on research in MD/PhD training at the cost of the quality of clinical training, due to career perspectives that undervalue clinical competence. The findings of this study should benefit from a deeper investigation to understand the causes and possible remediation. Suggestions include defining subspecialties and training lengths; monitoring, evaluation, and integration SST with MD degree; providing funds or rewards for academic and clinical training; establishing supervising teams to guide clinical training; and establishing physician scientist task force to help overcome challenges.

scholarly journals Web-based Medical Education During COVID-19 Lockdown: A Step Back or a Leap to the Future?

2021 ◽  
pp. 153473462110118
Author(s):  
Anna Eleftheriou ◽  
Aikaterini Rokou ◽  
Christos Argyriou ◽  
Nikolaos Papanas ◽  
George S. Georgiadis
Keyword(s):  
Medical Education ◽  
Clinical Training ◽  
Medical Training ◽  
Medical Schools ◽  
Web Based ◽  
Clinical Exposure ◽  
Virtual Teaching ◽  
Based Medicine ◽  
The Impact

The impact of coronavirus infectious disease (COVID-19) on medical education has been substantial. Medical students require considerable clinical exposure. However, due to the risk of COVID-19, the majority of medical schools globally have discontinued their normal activities. The strengths of virtual teaching now include a variety of web-based resources. New interactive forms of virtual teaching are being developed to enable students to interact with patients from their homes. Conversely, students have received decreased clinical training in certain medical and surgical specialities, which may, in turn, reduce their performance, confidence, and abilities as future physicians. We sought to analyze the effect of telemedicine on the quality of medical education in this new emerging era and highlight the benefits and drawbacks of web-based medical training in building up future physicians. The COVID-19 pandemic has posed an unparalleled challenge to medical schools, which are aiming to deliver quality education to students virtually, balancing between evidence-based and experience-based medicine.

scholarly journals Developing a Framework Strategy for Supporting Radiographers in the Clinical Supervision of Radiography Students in Zambia: A Mixed Methods Study

2020 ◽  
Vol 30 (6) ◽  
Author(s):  
Osward Bwanga
Keyword(s):  
Clinical Supervision ◽  
Clinical Education ◽  
Clinical Training ◽  
Online Questionnaire ◽  
Clinical Supervisors ◽  
Third Phase ◽  
Professional Body ◽  
Study Population ◽  
Training Resources

BACKGROUND፡ Clinical supervisors of radiography students play a key role in the facilitation of practice-based learning. However, there is a scarcity of evidence-based strategies to support clinical supervisors. This study aimed at exploring the level of support required by radiographers in order to develop a framework strategy for supporting clinical supervisors ofradiography students in Zambia.METHODS: This study used an exploratory sequential mixedmethods approach. The qualitative phase was conducted first, and the findings were used to develop the questionnaire for the quantitative phase. The study population was radiographers working in the Lusaka and Copperbelt provinces of Zambia. For the first phase, data were collected from a purposive sample of 10 clinical supervisors of radiography students. For the survey, data were collected from 120 radiographers using a questionnaire. In the third phase, a group of experts validated the proposed framework using an online questionnaire. Qualitative data were analysed thematically and quantitative data using statistics.RESULTS: Four support areas were identified: training and education in clinical supervision, clinical training resources, human resources and relationships, and quality assurance programmes related to clinical supervision. These findings informed the development of a support framework strategy for clinical supervisors.CONCLUSION: This study has revealed that clinical supervision of radiography students requires coordinated support from stakeholders: schools of radiography, professional body, and radiology and hospital management. It is anticipated that the developed framework, when implemented, will enhance the experiences of clinical supervisors and improve the quality of clinical education.

scholarly journals TP8.2.26 A new simulation-based course to improve trauma management by junior doctors

2021 ◽  
Vol 108 (Supplement_7) ◽  
Author(s):  
Hannah Schneiders
Keyword(s):  
Medical Education ◽  
Patient Safety ◽  
Small Group ◽  
Unmet Need ◽  
Junior Doctors ◽  
Trauma Management ◽  
Likert Scales ◽  
Sample Group ◽  
Simulation Based

Abstract Aims Trauma calls at small hospitals are often attended by small and/or junior teams, especially overnight. The quality of primary surveys was subjectively observed to be extremely variable, sufficient to cause concern about patient safety. In addition, the introduction of the ‘ward trauma call’ for falls was generating anxiety amongst juniors. I recognised an unmet need and gained permission from the Director of Medical Education to create a half-day ‘Introduction to Trauma’ simulation-based course. Method A sample group of Foundation doctors attended a pilot course. Confidence in aspects of trauma management was assessed using Likert scales. Results Pre-course results indicated doctors were reasonably confident with their A-E assessments (63% moderately or very confident) but lacked confidence in trauma skills such as using a scoop. After the course 100% reported increased confidence about what will happen in a trauma call, and 63% reported increased confidence in their A-E assessments. Increased confidence was also widely reported in trauma skills (e.g. log roll 88%), how to manage a ward trauma call (100%), and where to find further guidance (100%). Conclusions This pilot demonstrated that a small group simulation-based teaching intervention can significantly increase the confidence of foundation doctors in all aspects of their role in trauma management. The most notable increases were in trauma equipment use and in managing ward trauma, suggesting these are areas where foundation doctors lack guidance or experience. The course is now part of trust induction for new foundation doctors.

scholarly journals The Effects of Implementing Clinical Supervision Model on Supervisors’ Teaching Perspectives and Qualifications: A Case Study in an EFL Context

2021 ◽  
Vol 2021 ◽  
pp. 1-11
Author(s):  
Ehsan Khaef ◽  
Amin Karimnia
Keyword(s):  
Clinical Supervision ◽  
Teaching Quality ◽  
Theory And Practice ◽  
Teaching Perspectives ◽  
Constructive Feedback ◽  
Efl Context ◽  
Semistructured Interviews ◽  
Supervision Model

This study set out to determine the possible impacts of implementing the Clinical Supervision Model (CSM) on supervisors’ philosophy of teaching, in both theory and practice. In order to gather the required data, two highly experienced supervisors were recruited according to the degree of homogeneity of the educational context in which they were working. By applying qualitative case study design, the required data were collected by conducting two distinct phases of classroom observations, accompanied by semistructured interviews. Considering the nature of the investigation, it was decided to employ the Transcendental Phenomenology (TPh) approach to analyze the data in order to determine the supervisors’ accurate perceptions and lived experiences regarding the nature of taking on a supervisory role and the effects of implementing CSM on their teaching career. The empirical findings in this investigation provided a new understanding of the probable effects of implementing CSM on supervisors’ general attitudes towards both teaching and supervisory careers. The results of the study indicated that CSM can be potentially effective in encouraging critical thinking, providing more constructive feedback in postobservation meetings, and improving the teaching quality of both teachers and supervisors.

scholarly journals O enfermeiro novato na unidade de terapia intensiva: nexos com a segurança do paciente

2019 ◽  
Vol 80 (18) ◽  
Author(s):  
Patrícia Veras Neves de Oliveira ◽  
Geilsa Soraia Cavalcanti Valente
Keyword(s):  
Patient Safety ◽  
Work Relationships ◽  
Professional Experience ◽  
Personnel Staffing And Scheduling ◽  
Personnel Staffing ◽  
Close Relationship ◽  
Training Quality ◽  
Terapia Intensiva ◽  
Education Nursing

Este estudo teve como objetivo desenvolver uma reflexão sobre o enfermeiro novato na Unidade de TerapiaIntensiva (UTI) e os possíveis nexos com a segurança do paciente. Trata-se de um artigo de reflexão e, para tal, foramrealizadas leituras de artigos nos quais tratavam da admissão do enfermeiro na UTI. A partir dessas leituras, foramelencadas categorias que relacionavam a atuação deste enfermeiro na condição de novato na UTI à segurançado paciente, a saber: treinamento admissional; qualidade da assistência; autonomia e relações de trabalho; eexperiência profissional. Conclui-se que há de uma estreita relação do enfermeiro novato na UTI à segurança dopaciente e se faz necessário o desenvolvimento de estudos mais aprofundados relacionados a esta temática.Palavras-chave: Admissão e escalonamento de pessoal; Educação em enfermagem; Unidades de terapia intensiva;Segurança do paciente. ABSTRACTThis study had the objective of developing reflections about the nurses who are newcomers in the Intensive CareUnit (ICU) and the possible linkages with the patient’ safety. It’s a reflection article, so we performed readingsof papers that addressed the admission of nurses in ICU. Based on these readings, we enumerated categoriesthat related the performance of nurses in the condition of newcomers in ICU to the patient’ safety, namely:admission training; quality of health care; autonomy and work relationships; and professional experience. Wehave concluded that there is a close relationship between the nurses who are newcomers in ICU and the patientsafety, and that there is a need for the development of more in-depth studies related to this issue.Keywords: Personnel staffing and scheduling; Education, Nursing; Intensive Care Units; Patient Safety.

scholarly journals Teaching Supervision of Medical Vocational Colleges under the Background of the Integration of Industry and Education

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Jie Yan
Keyword(s):  
Vocational Education ◽  
Team Building ◽  
Teaching Quality ◽  
Higher Vocational Education ◽  
Quality Of Teaching ◽  
Supervision And Management ◽  
Training Quality ◽  
Vocational Colleges ◽  
Industry And Education

As a part of higher education, higher vocational education is developing rapidly in China. To build a perfect higher vocational education system and improve the quality of teaching is the most important part of higher vocational education. Under the background of the integration of industry and education, higher vocational colleges should combine with the industry, attach great importance to the work of teaching supervision, give full play to its role of supervision, supervision and management, so as to promote the overall teaching quality and personnel training quality of the school. This paper will analyze the new mechanism and team building of teaching supervision in Medical Vocational Colleges under the background of the integration of industry and education, and explore the importance of teaching supervision to improve the quality of teaching.

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