Medical graduates thesis 2
Under the background of western learning, China's medicine began the process of modernization. The following is my undergraduate medical graduation thesis for your reference.
Sample Essay 1: Effectiveness of Problem-Based Teaching Method Application in Clinical Medicine
Abstract: Objective: to evaluate the effect of Problem-Based Teaching (PBL) teaching mode in the 20XX class undergraduate clinical teaching in Zhengzhou University. METHODS: 354 clinical medical students of Zhengzhou University 20XX grade *** counted were randomly divided into 2 groups for PBL teaching and LBL teaching respectively, and the teaching effects of the two methods were compared. RESULTS: The final theoretical examination scores of the students in the PBL teaching class and the comprehensive ability of the students in the LBL teaching class were significantly improved, and the difference was statistically significant (P<0.05). CONCLUSION: PBL teaching method is suitable for undergraduate clinical teaching and can improve the quality of teaching.
Keywords: problem-based teaching method; clinical medicine; higher education
At present, China's higher medical school teaching process, most of the lectures are still based on the traditional teaching mode (LectureBasedLearning, LBL), LBL is teacher-centered, take the students collectively) indoctrination teaching; clinical medicine students passively accept the knowledge, its Learning interest is not easy to improve. Due to the strong theoretical, practical and applied nature of the clinical medical specialty, this one-way transmission, rote memorization of the passive education mode can not stimulate the medical students' interest in learning and exercise their clinical thinking. How to train and strengthen the ability of medical students to learn actively has become the primary problem of modern medical education. Problem-based teaching method PBL (Problem-BasedLearning, PBL) originated in the 1920s, problem-centered, open, exploratory learning mode, is a relatively new international teaching method. The main method for the implementation of this mode is to ask questions - collect information - group discussion - classroom discussion - teacher's summary. The method takes students as the main body, emphasizes the importance of clinical problems in the teaching process, and through the exploration of targeted clinical problems, it improves medical students' initiative in learning, stimulates learning enthusiasm and interest, cultivates clinical thinking, and thus solves the learning problem of one-way transmission of medical students. The Department of Clinical Medicine of Zhengzhou University introduced this teaching method in 2006, and after several years of exploration, it has gradually formed a set of problem-based teaching method with the characteristics of our university. Although PBL has been widely used in various fields and achieved more considerable benefits, but for higher education clinical medicine students, there is not yet but we still do not have objective judging indexes as to whether the PBL teaching method has achieved the previous expected results. Therefore, our current study aims to evaluate the effect of problem-based PBL teaching mode in undergraduate teaching through an objective investigation of the effect of teaching mode in Zhengzhou University Clinical Medicine 20XX undergraduate teaching, with a view to providing a scientific basis for the widespread popularization and application of PBL teaching method.
1 Objects and Methods
1.1 Objects of the study
Selected all the students of Zhengzhou University 20XX grade five-year clinical medicine *** counted 354. Divided into 2 groups by class, 32 in the experimental group received problem-based teaching method (PBL group), and 322 in the control group used traditional teaching method (LBL group). There was no statistical difference between the two groups of students in terms of age and gender (P>0.05).
1.2 Research Methods
1.2.1 Experimental Design
The academic system of clinical medicine in our university is 5 years. All medical students receive all clinical specialty courses. The control group adopts the traditional teaching method according to the syllabus requirements of our courses. The experimental group, adopts PBL teaching method as follows: traditional teaching combined with problem-based teaching. Traditional teaching is mainly based on systematic explanation of theoretical knowledge, problem-based teaching is mainly based on student discussion, before the class by the teacher to design cases sent to the students, so that the students self-study, the classroom by the teacher to guide the discussion and analysis of cases.
1.2.2 Observation indicators
(1) Final theoretical examination results: the same questionnaire was used for the theoretical examination of the two groups of medicine. The grades are all in percent, including all the specialized courses in the 5-year system of clinical medicine, including obstetrics and gynecology, pediatrics, surgery, geriatrics, internal medicine, neurology, and infectious diseases.
(2) Effectiveness evaluation: self-made questionnaire on the effectiveness of clinical medicine teaching, mainly including: ① comprehensive ability assessment: the degree of understanding and mastery of theoretical knowledge, the degree of learning interest and initiative to improve the degree of self-study ability, etc., and each entry includes four options: effective, effective, general, and ineffective; the first two are defined as "effective"; ② the first two are defined as "effective"; ② the first two are defined as "effective"; the second two are defined as "effective"; and the second two are defined as "effective". The first two are defined as "effective"; ② whether to go to graduate school. The questionnaire was filled out anonymously. The above from the objective and subjective evaluation of the teaching effect of the two teaching modes respectively.1.3 Statistical methods According to the different types of data of the observation indicators, SPSS17.0 was applied to analyze the data statistically, the counting data were tested using the chi-square test, and the measurement data were expressed in X±SD and the test was used, and the difference was statistically significant at P<0.05. The test level is = 0.05.
2 Results
Basic information: *** investigation of the PBL group of 32, retrieved 29 valid questionnaires, the effective rate of 90.63%; investigation of the LBL group of 354 people, retrieved 293 valid questionnaires, the effective rate of 82.77%.
2.1 Final theoretical examination results
The final theoretical examination subjects include: obstetrics and gynecology, pediatrics, surgery, geriatrics, internal medicine, neurology, infectious diseases; the results of the examination results show that, compared with the LBL group, the students of the PBL group have a higher achievement in all the examination subjects, and the two groups have a higher achievement in obstetrics and gynecology, pediatrics, surgery, geriatrics, internal medicine, neurology, infectious diseases. Science, Neurology, and Infectious Diseases and the differences were statistically significant (P<0.05) (see Table 1).
2.2 Effectiveness evaluation
2.2.1 Examination rate
In terms of examination rate, the PBL group was 81.3%, and the LBL group was 71.1%, and the difference between the two groups was not statistically significant (P<0.05).
2.2.2 Comprehensive ability assessment
Overall, most of the students in the PBL group were more satisfied with the PBL teaching method and could adapt to this teaching method very quickly. Compared with the traditional teaching method, the students in the experimental group thought that the PBL teaching was more advantageous in collecting literature, cultivating the ability of self-learning, establishing the correct way of clinical thinking, cultivating the ability of writing in a team, and improving the ability of language expression. advantages, while there is little difference in improving learning efficiency and motivation, and there is a disadvantage in mastering basic theoretical knowledge (Table 2).
3 Discussion
China's current medical schools still mostly use the traditional mode of instruction, which is conducive to the teacher to efficiently and accurately impart knowledge to students and greatly save educational resources, this teaching method is still irreplaceable by other teaching methods. ① However, for medical students, over-emphasizing the importance of knowledge and neglecting the cultivation of students' comprehensive quality is unfavorable to their future adaptation to clinical work. ② PBL teaching, placing medical students in clinical problems, is conducive to mobilizing the enthusiasm, initiative and creativity of medical students, transforming students' way of thinking, facilitating students' independent thinking, combining theory with clinic, applying knowledge flexibly, strengthening interpersonal skills and students' verbal expression, promoting students' application and consolidation of what they have learnt, as well as fostering the ability to make comprehensive use of knowledge. ③After several years of exploration, the Department of Clinical Medicine of Zhengzhou University has formed a set of PBL teaching method with problem-based teaching as the main body, supplemented by theoretical knowledge crosstalk, but PBL teaching is still in the initial and exploratory stage in China, and there are some shortcomings in the process of concrete implementation, such as students generally reflect that due to the reduction of the teacher's crosstalk, the lack of a comprehensive mastery of knowledge, which is still needed. Teachers to increase the coverage of knowledge in the future curriculum and the setting of the problem, try to narrow the gap with the LBL teaching method in building the depth and breadth of student knowledge. Through the analysis of the questionnaire of the PBL group, the examination results of the two groups, and the examination rate, the PBL teaching method shows its certain advantages in mobilizing students' enthusiasm for learning, and improving the sense of teamwork and the ability to express themselves, etc., which is suitable for the promotion of undergraduate teaching in clinical medicine.
Notes
①Yu Shuwei, The comprehensive application of LBL, PBL and TBL teaching methods in medical teaching. China Higher Medical Education,2011(5):100-102.
②Prince,K.J.A.H.,Eijs,P.W.L.J.V.,Boshuizen,etal.,Generalcompetenciesofproblem-basedlearning(PBL) andnon-PBLgraduates.MedicalEducation,2005.39(4):394-401.
③ Tian J.H.,Liu A.P.,Shen X.P.,etal.Evaluation of the effect of the application of the PBL teaching method in the teaching of evidence-based medicine. Chinese Journal of Evidence-Based Medicine, 2011(1):39-43.
Model paper 2: Reflections on the cultivation of postgraduate students of clinical medical degreeAbstract Under the current "dual-track" cultivation model of residency training and postgraduate students of clinical medicine, the clinical thinking of postgraduate students and their ability to learn and develop their own clinical thinking and skills are not as important as those of postgraduate students. Under our current "dual-track" training model of resident standardized training and postgraduate clinical medical degree, the clinical thinking and skills of postgraduates have been strengthened, but the scientific research ability and thesis writing ability have been weakened, and humanism and medical ethics education have not been emphasized enough. Years of practice has made us realize that the department plays a crucial role in the comprehensive quality training of postgraduates, especially in the cultivation of humanities and ethics, which determines the quality of postgraduates' training to a certain extent, and the training of postgraduates can promote the construction and development of the department, and both of them are complementary to each other.
Keywords clinical professional degree; postgraduate students; clinical departments
In 1998, China began to pilot the graduate education of clinical medical degree, which has produced a large number of high-level talents. With the reform of China's medical and health system and the reform of medical professional degree education, in order to improve China's medical personnel training system, in 2009, the "Central Committee and State Council on deepening the reform of the medical and health system," the views of the "establishment of standardized residency training system" is clearly put forward in the context of the medical education department in recent years Under this background, the medical education department in recent years has carried out the attempt and exploration of the "dual-track" training mode of standardized residency training and postgraduate clinical medical degree. Although the clinical thinking and skills of graduate students of clinical degree have been strengthened under this model, their research and thesis writing abilities have been weakened, and humanistic spirit and medical ethics education have not been emphasized enough [1-2]. In the practice of postgraduate training, we y realize that giving full play to the role of the department in postgraduate training plays an important role in the overall improvement of postgraduate quality, and it can arrive at a win-win situation to promote the construction and development of the department, and it is also a necessary way for the construction of the department.
1 Awareness-raising, postgraduate training as an important work of departmental construction
1.1 Improvement of the academic structure of the medical staff
Postgraduate education is an important way of continuing education for medical staff. In particular, the special nature of the work of the South Building of our hospital, health care work is heavy, medical staff are eager to improve the level of medical research and improve their own quality. The implementation of postgraduate education can alleviate the prominent contradiction in this regard and lay a good foundation for cultivating high-quality healthcare talents and improving their theoretical level and scientific research quality. Taking the gastroenterology department in the south building of our hospital as an example, after years of unremitting efforts, through postgraduate education, we have improved the structure of the department's talents, alleviated the situation of the talent fault, and opened up the horizons of the medical staff engaged in healthcare work, which helps to convert the knowledge they gained into the actual clinical working ability. Currently, 66.7% of the physicians with middle-level titles or above have been awarded doctoral degrees, and 100% have postgraduate degrees.
1.2 Close integration of postgraduate degree topics with the direction of departmental disciplinary development
In order to make the dissertations completed by postgraduates consistent with the specific planning of departmental construction, and to achieve the purpose of promoting the departmental disciplinary construction and development through the training of postgraduates. We emphasize the close integration of the selected topics with the clinical reality of geriatric gastrointestinal diseases and the scientific research projects undertaken by the department, and require the postgraduates to highlight the innovative nature of the topics on the basis of a large amount of literature. Advanced molecular biology and bioinformatics techniques are actively adopted to complete the dissertation. Under the unity and collaboration of all of us, the Geriatric Digestion Laboratory applies advanced technologies and methods to carry out research work, such as preparation of antibodies, purification and identification of proteins, extraction of plasmids, cell culture and so on, which are gradually carried out. Not only to ensure the completion of the degree project, but also for the department to obtain high-level scientific research projects and strive for high-level scientific and technological achievements to lay the foundation for a number of military key projects and the National Natural Fund projects, for the future development of the department has played a driving role.
1.3 Always adhere to the sense of the big picture
The department in the postgraduate students to choose the topic, the subject of argumentation, experimental steps, thesis writing, clinical practice, etc., the tutors are able to each other ventilation, active consultation, the pace of the same. To create an atmosphere of unity and harmony, but also to adhere to the strict requirements of graduate students, scientific research work in the scientific attitude of seeking truth from facts, to ensure the successful realization of the training goals of graduate students. Mutual trust is the basis for good postgraduate work. Old experts in the department play an exemplary role in this regard, and they respect the department's opinion on the training of postgraduates. The department also actively coordinates and helps to solve the difficulties and problems encountered by the postgraduates in the completion of their projects, which ensures the simultaneous development of postgraduate training and departmental construction. The practice of postgraduate training and education, so that we y realize that unity is strength, always adhere to the overall awareness, is the key to the development of the department.
2 for postgraduates to complete high-quality research projects to strive to create conditions
The clinical department of the South Building of our hospital bears the heavy task of clinical health care, in this case, the development of the discipline of the clinical department, in particular, the completion of scientific research projects, to a large extent need to be completed by postgraduates, who are the main force of scientific research. Therefore, the smoothness of the experimental work of graduate students is not only related to the completion of the graduate thesis of graduate students, but also has a direct relationship with the scientific research and discipline development of the entire department. Standing on this high level, the department should really understand and help the problems encountered by the postgraduates in the process of completing the dissertation in a timely manner, and take the difficulties encountered by them in the process of experimentation as a major issue to be solved. In order to meet the needs of postgraduates' degree research, in recent years, the Geriatric Digestive Research Laboratory of our hospital in the South Building of the Clinical Department and the Institute of Geriatrics leadership 'support and the department's **** with efforts, by raising funds from various sources, has purchased a carbon dioxide incubator, a cryogenic refrigerator, a high-speed low-temperature centrifuge and other experimental equipment, to create a good condition for the training of postgraduates. If some experimental equipment is needed and the department cannot solve the problem, the department will actively coordinate with other laboratories to ensure the smooth progress of the experimental work. The department not only provides better experimental conditions for postgraduates to complete their research thesis, but also attracts postgraduates from other departments to do experiments in our department. Through continuous training of postgraduates, not only the research direction of the department is further clarified and stabilized, but also through a certain depth and difficulty of scientific research work, it really promotes the improvement of the overall academic level of the department.
3 Attention to the cultivation of postgraduate capabilities
The main difference between postgraduates and undergraduates lies in the words "research" and "learning". The biggest difference between graduate and undergraduate education is that the focus of graduate education is to cultivate and train students' ability to study independently, work independently, and conduct independent research. In addition to continuing in-depth study of the knowledge and technology of their predecessors, postgraduates are more important to focus on how to utilize their respective strengths to cultivate scientific thinking in their future scientific research practice. Postgraduate students not only simply participate in scientific research work, but more importantly, they are made to understand the process of the scientific research topic they participate in, the significance and the role of the experiment in the whole topic at this stage, etc. to improve the quality of postgraduate training. In order to cultivate self-learning ability, the department requires graduate students to complete a public academic lecture in their research direction in the department on the basis of reading a large number of literature, including monographs and professional journals. Cultivate and train postgraduates to learn to find books, read books, learn to collect and recognize valuable information, and organically combine with their own research direction of learning ability. Graduate students are characterized by quick thinking, easy acceptance of new information, and the courage to innovate. They are highly motivated, and during the period of pursuing their degrees, they all hope to complete higher level dissertations and publish articles through their efforts. In order to cultivate high-level scientific and technological talents, the department attaches great importance to giving full play to the initiative of postgraduates, and creates conditions to actively encourage postgraduates to apply new technologies and methods to carry out scientific research and complete their dissertations. According to the enrollment sources and working years of postgraduates pursuing their degrees, combined with the differences in individual qualities, abilities and personality bases, the department arranges their work reasonably. Graduate students of foreign origin, even if they are science degree students, are arranged to familiarize themselves with the situation in the clinic first after joining the department. For graduate students from the department, they are given a certain amount of time to carry out and complete exploratory and innovative projects in the laboratory to improve their scientific research ability.
4 Emphasis on the role of the department in the cultivation of humanities and morality of postgraduates
The education of humanities and morality is an indispensable part of the standardized training of residents and the cultivation of postgraduates of the degree of clinical medicine, which is currently under the cultivation mode of "two-track unity". In the process of medical treatment, patients not only need to treat physical diseases, more and more people are increasingly focusing on psychological and ideological care, a physician without humanistic cultivation when it is unable to cope with many other problems derived from the patient's illness. Humanistic ideological education can enhance medical students' moral and ethical, right and wrong discernment and interpersonal communication skills, and help to improve medical standards. In recent years, the relationship between doctors and patients has become tense, and humanistic thinking education has become particularly important. Ancient Greek medical doctor Hippocrates once said, "Physicians should have all the qualities of good philosophers: altruism, zeal, modesty, calm judgment, composure, decisiveness, and non-superstition." Therefore, as medical personnel should establish the concept of "doctor's benevolence", to treat patients and save people as the basis for the spirit of love as a guideline; also need to firmly establish the concept of "medical ethics first" in the process of medical practice, to achieve the great medical sincerity, which is conducive to the improvement of doctor-patient relationship [5]. The graduate students' clinical time is long, and their supervisors are very helpful to them. Professional degree graduate students clinical time is long, the tutor in the teaching process of teaching by example, to cultivate graduate students to the patient's attitude and behavior, to do care, considerate of the patient, to improve the ability of graduate students to communicate with the patient is an important link in the training of graduate students in the humanities, and clinical period is not only the tutor's individual guidance, more is the need for more than one departmental teaching teachers **** with the collaboration of the patients' attitudes and behaviors Their attitudes, words and behavior towards patients have a direct impact on the students' understanding of the doctor-patient relationship. Therefore, the department attaches importance to the humanistic and ethical cultivation of postgraduates, which is the key to ensure the cultivation of high-quality medical talents under the new cultivation mode.
5 Discussion
Teaching and learning together, *** with the improvement. In the process of training postgraduate students, it not only improves the overall quality of the department's medical staff, but also promotes the continuous improvement of the instructor's own quality. The majority of the work done by the postgraduate students is on the cutting edge of the discipline, which requires the tutor to constantly improve their own quality, constantly update their knowledge and grasp the dynamics of the development of the discipline. The humanistic morality of the supervisor affects the development of graduate students, and also requires the supervisor to continuously improve his own cultivation. Practice makes us realize that the department plays a vital role in the comprehensive quality training of postgraduates, and postgraduate training also plays a strong role in promoting the business construction and development of the department.
References
[1]Tang Qianli, Liu Ming, Jiang Qiuyan, et al. Analysis of the characteristics and research on the cultivation idea of graduate students of clinical medicine degree under the model of "dual-track unity"[J]. Journal of Right River Medical College for Nationalities, 2015, 37(5):748-751.
[2]Feng Jingjing. Research on the "dual-track integration" model of clinical professional degree graduate students and standardized training of residents[J]. China Traditional Chinese Medicine Modern Distance Education, 2014, 12(17):70-71.
[3]Xiang Zheng, Kang Qingjie. Current status of professional master's degree training in clinical medicine in China[J]. Asia-Pacific Traditional Medicine, 2015, 11(12):136-137.
[4] Li Xiaofeng. Reflections on the training of professional master's degree students in clinical medicine under the standardized training system for residents[J]. Continuing Medical Education, 2015, 29(7):30-31.
[5]Wang Guodong, Chen Xiaoqing, Li Weiwei, et al. Humanistic thinking in standardized training of residents[J]. Journal of Hospital Management of the People's Liberation Army, 2013, 20(4):351-352.
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