Comparison Studies On Education Patterns In Clinical Medicine With Two Different Professional Courses

PurposeThe paper studies "4+1" and "3+2" clinical medical teaching pattern from the aspects of course structure, teaching organizing form, trainee, test method and the student management. Comparing the quality of the graduates under the two different patterns, the paper tries to evaluate the achievement of the reform objectively, find out the weakness and propose the strategy for improvement to offer the evidence for the further adjustment and perfection of the reform.MethodsThe study employs the document method, statistics analysis method, case analysis method. The paper compares and studies the students who are trained in different patterns and different classes in the same grade. Also it compares and studies the students' clinical comprehensive ability from five grades. Questionnaire, interview and phone survey are used to investigate the students' quality. Microsoft Excel database, SPSS software and SAS8.2 software are used to get statistics and analysis. The criteria for the study is that p<0.05 is statistics significant and p<0.01 is notabilitytatistics significant.Results1. Comparison of the courses of two patterns. (Periods): the total periods and the periods of main subjects of "3+2" pattern are both more than those of "4+1" pattern. The periods of the basic medical course of "3+2" pattern is 6% lower than that of "4+1" pattern. However, the periods of clinical medical course is 6% higher than that of "4+1" pattern.2. Teaching organizing form: the clinical major of "3+2" pattern uses 6 new teaching ways, including the big group class, teaching beside the sickbed, discussion, lecture and elective course, scientific research training and self-study. "4+1" pattern uses the traditional big class as the main teaching way.3. Student management: the students under "3+2" pattern are administrated by the CPC Committee of the University, which takes the main responsibility, and the Graduate Students Management Unit, which takes the assistant responsibility. The students under "4+1" pattern are all administrated by the GSMU in the five years in the university. When they practice in different hospital, they are supervised by the practice hospital.4. Teaching funds: the funds and teachers are from the university and the clinical practice hospital under "3+2" pattern;those of " 4+1" are mainly from the university.5. Comparison of the quality: according to the analysis of the statistics study, students of "3+2" pattern can develop a better ability than the students of "4+1" pattern from the aspects of average marks, internal medicine and surgery comprehensive ability.6. The evaluation from the units which employs the graduates: according to the analysis of the statistics study, the ability of graduates under "3+2" pattern are better than those under "4+1" pattern in the following aspects: comprehensive quality, work quality, non-cognitive quality, clinical thoughts, clinically basic operation, time to adapt to the position, communication with the patients and their relatives. However, in the following aspects things are different: the military political quality, the determination to serve the military force, responsibility, and the knowledge relevant to the subject of the profession. But there is no obvious difference in the aspects of the graduates' military quality, health and mind quality, the support of the current strategies, career moral and ambition, teamwork spirit.Discussion1. Importance should be attached on both basic and clinical teaching, and also the theory and practice teaching.2. Strengthened the education on both students and teachers, to lead students to have the right study view, and to enhance teachers' teaching experience.3. Widen the funding sources and improve the teaching condition.4. Further strengthen the political education and optimize the teaching pattern.5. Further strengthen the construction of the faculty in the Clinical Medical Schools.6. Further perfect the system of for guaranteeing the teaching quality.7. Pay more attention to the students' ability to innovate and explore the students' potential.