| BackgroundThe current.representative medical education standards are the followings in the international medical education:ⅡME standard enacted by the special committee of international medical education in June2001; WHO Western Pacific region standard enacted by the Western Pacific office of the World Health Organization in July2001; WFME standard enacted by the World Federation for medical education in October1999and Chinese undergraduate medical education standard enacted by the research group of Chinese medical education quality assurance system. Domestic standard researches for the medical education are mainly concentrated in Pairwise comparisons, such as:China and The United States. China and Japan, China and Europe and so on. And the research only refers to some aspects and is very general, what’s more, it is in experience level and lacks of systematic theoretical achievements. The project concentrates on studying differences among minimum basic requirements of Chinese, Japanese, American and GMER, adopting much more comprehensive and systematic research. Medical educations have long history in the United States and Japan and lots of successful experience is accumulated. The differences in Chinese and American medical education standards are mainly concentrated in humanity quality, medical ethics, doctor-patient communication skills training, curriculum, teaching content, assessment, teachers and the setting of the clinical practice. The differences between Chinese and Japanese medical education standards mainly focus on teaching methods, the scientific research ability training of medical students, physicians quality and curriculum integration. The differences of medical education standards in China and Europe are in the setting of humanistic quality curriculum, teaching methods and teaching results.The current economic development is rather unbalanced in Lingnan area and the Pearl River delta region has a quick economy and high internationalization, as a result, the crowd overall level is high, which makes people put forward higher health care needs. They not only keep healthy, but also demand good psychology and social activities ability to improve life quality and prolong life. Surely, elite medical education talents and therapists are demanded by local crowds. Undeveloped region has a slow economy and the crowd overall level is low so that they demand basic health care, such as:the community health care services and general practitioner. New medical mode manifests biology-environment-society-psychology engineer mode. It has changed from "biological medicine" mode to "biology society-psychology-technology (engineering)" mode, which leads to wider, deeper and more complicated research level. Nowadays, people not only require medical service, but also demand relative services adapting to high quality life, for example: psychological counseling and therapy, labor protection, nutrition counseling and special care and so on. Chinese current medical education standard combines results with process evaluation, however, Lingnan medical education standard should be inclined to the product of medical education-the assessment of medical graduates (summarizing assessment). That is to say, according to Chinese medical education standard, Lingnan medical education standard emphasizes and replenishes Lingnan medical education.Because the society and public require higher medical service quality and medical education quality and particular medical education exists in Lingnan area, people look forward to medical education standard in Lingnan area. What’s more, so far, Lingnan education standard research draws a blank and lacks of research at home and abroad, therefore, it’s necessary to enact medical education standard for Lingnan area.Objective1. Compared the difference between Chinese medical education standard and that of American, Japanese and GMER.2. Enacted medical education standard for Lingnan area, according to the characteristics of medical education in Lingnan area and disease spectrum.SignificancesThe project compares Chinese medical education standard with American, Japanese and GMER to look for advanced-opinions. Focusing on Chinese current medical education and absorbing special disease spectrum, regional characteristics (Firstly, Lingnan area has unique climate features. It leans against the South Sea in the south and is close to wuling in the north. Subtropical monsoon climate leads to raging miasma and damp climate fosters germs,therefore, Guangdong province has become one of the serious tuberculosis provinces. Secondly, Lingnan area has unique geographical features. It is close to Hongkong and Macau and has high internationalization and intensive population, which brings swine flu, bird flu and so on. Surely, it’s on the list of HBV. Thirdly, Lingnan area has unique food features. They love fish and seafood. That’s why there is high parasitic disease in Lingnan area. Finally, Lingnan area has unique local genetic disease features. Nasopharyngeal carcinoma and Mediterranean anemia are typical regional genetic diseases.) and the situation of medical education in Lingnan area, we should enact medical education standard for Lingnan area in order to service Guangdong medical education and provide theory basis.MethodsThe subject adopts literature analysis method, comparative research method, expert consultation method and statistical analysis method. Literature analysis method is used to learn the research situation at home and abroad. Comparative research method is applied to research differences among Chinese, American, Japanese and GMER. Expert consultation method and statistical analysis method are applied to demonstrate the authority and feasibility of medical education standard index in Lingnan area based on researching differences among Chinese, American, Japanese and GMER, enacting medical education standard for Lingnan area.ResultsThe subject adopts two rounds of Delphi expert consultation method. The first round is inspected by mean, full marks ratio, standard deviation, variation coefficient and Kendal coefficient after expert consultation. In the first part of questionnaire (the contents of American, Japanese and GMER), the class project displays that medical students’ classes in clinical practice stage are more than classes at school stage. These indicators include:the project mean (2.59minimum)(full marks4), full marks ratio (0.17minimum), standard deviation (0.91highest), variation coefficient (0.35maximum) and they aren’t ideal, as a result, experts think that they are unimportant and should be deleted. In the second part of questionnaire (enacting medical education standard index for Lingnan area),"the characteristics of Lingnan area" project refers to mastering basic characteristics of Chinese medicine in Lingnan area and understanding the basic principles. The results reveal:the project mean (2.45,2.17minimum), full marks ratio (0.07,0.03minimum), standard deviation (0.87,0.97highest), variation coefficient (0.36,0.45), therefore, experts think that they are unimportant and should be deleted.According to the advices of experts and the supplements of questionnaire, six projects are supplied. In teaching,"improving and refining teaching quality guarantee system" should be provided. In teachers,"teachers with rich full clinical experience should participate in teaching and extracurricular research activities of medical students","teachers should be able to simplify complex questions","the percentage of local teachers should be in a reasonable range" should be replenished. In Lingnan area features,"mastering the special infectious diseases in Lingnan area (including new infectious disease) and the characteristics and treatment principle of regional new disease ","setting up distinctive professional training mode adapting to different disciplines in Lingnan area" should be supplemented.The second round of modified index is inspected by mean, full marks ratio, standard deviation, variation coefficient and Kendal coefficient. Comparing Kendal coefficients in two parts of questionnaire, we find that Kendal coefficient of the first part in the first round is0.204while the modified Kendal coefficient of the first part in the second round is0.220. The consultation coordinate coefficient gets improvement in the second round, which suggests that experts gradually achieve consistence in understanding the content of index. Kendal coefficient of the second part in the first round is0.297while the modified Kendal coefficient of the second part in the second round is0.405, as a result, the Kendal coefficient gets enhancement in the second round and experts reach an agreement.P of coordinate coefficient is less than0.05in the questionnaires of two rounds, which proves that evaluation opinions coordinate well and indexes of two parts should be adopted in the second round under95%of credibility. In conclusion, experts agree that medical education standard of Lingnan area should be formulated on the basis of the indexes in the second round of questionnaire and admit the contents of Japanese and American medical education standards and consult the minimum basic requirements of American, Japanese and global medical education when formulating medical education standard in Lingnan area.ConclusionsAccording to the references of American, Japanese and GMER and relative indexes, we could work out medical education standard draft for Lingnan area. The draft of Lingnan medical education standard has the following characteristics:(1) fully reflecting the need of "biology-society-psychology-technology (engineering) mode;(2)fully blending humanistic and social sciences with natural sciences;(3)paying special attention to the education and development of comprehensive quality;(4)focusing on individua graduates and ensuring their quality fostered by medical, universities;(5)containing the policy of Chinese medical education standard;(6)containing the essence of Chinese medical education;(7) reflecting Lingnan local characteristics;(8) including the references of American, Japanese and GMER.Innovation and Features of Research1.Medical educations have long history in the United States and Japan and lots of full experience is accumulated. Especially American medical education has become a typical representative of western medical education and set up a successful and distinctive education mode.2. Lingnan current medical education draws a blank and lacks of research, therefore, the research tops regional and guiding value.3.The research can provide references and research basis for related departments.4.The research attracts more people and promotes the development of medical education.5.The research provides standard basis for medical and health human resources, which makes great contribution to enhance medical education quality assurance. It has become a successful and distinctive education mode. |
PDF Full Text Request