Study On The Clinical Education Integration Of Minority Nationality And Chinese In Xinjiang Medical University

Objective To understand the present status of the clinical education integration ofMinority Nationality and Chinese, and the level of clinical ability that Han and minoritydoctors in Xinjiang affiliated hospital, to find out the practical problems faced by studentsand to analyze the differences and reasons among the two groups in order to improve‘Integrated Education between minority and Han people’ program and to provide thereasonable suggestion for improving the higher education quality in minority areas.Methods By adopting random questionnaire investigation and group discussion.Quantitative data were analyzed by SPSS16.0, and qualitative data were analyzed bycontent deduction. Results the passing rate of HSK and MHK for minority students is95.56%-98.19%, and the passing rate of Chinese exam is98.19%-99.13%, with theaverage mark80. The specialized courses result shows that, Han students mark higherthan the minority students (who taught via national language), and the minority studentsmark higher than the integrated education students (who taught via Han). The attitudeshowed by the clinic study towards integrated education:58.44%integrated educationstudents find their Chinese is good, and59.49%minority students evaluate their Chineseas general.70.13%integrated education students consider the profession knowledgeexplanation is the most important part during learning,55.69%minority students considerthe teachers’ teaching ability is much more important, and less than10.13%consider themedical terms normalization using is important. Both of the minority students andintegrated education students show difference in this issue (χ~2=10.814P=0.004),(χ~2=28.198P=0.000).Meanwhile, for the Chinese level, the influencing aspect of Chineseteaching and worries for integrated education have difference(χ~2=10.603P=0.031),(χ~2=10.360P=0.035),(χ~2=13.811P=0.032). For the clinical medicine via bilingualeducation,31.52%students disapprove, while50.00%students approve, and18.48%stand neutrality. And for unified teaching method and examination criteria,31.94%don’t agree,62.50%agree, and5.56%vote neutral.47.8%teacher find out that minority students hadincompletely apprehended the content and don’t review actively after class.38%teacherexplain that minority student don’t write properly in the exam and the theory result,practical result, total result and single subject results all show differences among theminority students and Han and integrated education student.63.25%teacher consider thatminority students do a better job in the clinic internship, with3.9%hold different attitude.74.5%teachers find that Han student do better than integrated education student in theclinic practice, with2.95%opposed attitude. Resulted from the doctor self-assessment anddean assessment, there is no difference in history-taking, doctors’ description, physicalexamination, assisting check-up, operation design, diagnosis, clinic thinking, theory, clinicexperimental teaching and research, and service ability among the Han doctors andminority doctors（P>0.05）. Conclusion The implementation of ‘Integrated educationbetween minority and Han people ‘improves the minorities in effective communicationand knowledge understanding, and narrows the gap in clinical ability,and plays animportant role in culturing eligible medical students and doctors for Xinjiang medicalcareers.