Classic Medical Essay Examples
Individuals in the medical profession need to write good essays. Here is the classic medical essay example that I am sharing with you.
Abstract: At present, there are more and more medical international students coming to China, and the influence of our country to conduct international education has been increasing, and at the same time, it puts forward higher requirements for the quality of medical education in China. International medical students' education is a part of adult continuing education, and cardiology is one of the most concerned departments in medical education. The paper only summarizes and discusses the problems and solutions in the teaching of international students of clinical medicine in cardiology, which will provide a certain reference for the clinical teaching of international students of medicine and serve as a basis for the reform of the continuing education model.
Keywords: international medical students; cardiology; teaching quality
With the sustained development of the economy, China's international cooperation in the fields of higher education and medical care is expanding and deepening, and more and more overseas students are studying in China, and medical care is the discipline that has the largest number of international students in China except for Chinese language majors. The internationalization of higher medical education is a favorable stimulus to improve the quality of China's medical education and the international status of China's higher education. In order to cultivate medical talents who meet international demands and adapt to international competition, the current teaching method for international medical students mainly operates in all-English, which on the one hand can help international students obtain first-hand resources and avoid the problem of language conversion for international students who work in their home countries after graduation; and on the other hand, it also meets the market demand for medical education in neighboring countries. However, in front of the reality that the scale of international medical students' education is expanding year by year, how to ensure the quality of education for these students is also the focus of attention of the medical education sector. The education of English-speaking international medical students began in 1995, when the former Xi'an Medical University recruited the first batch of English-speaking international medical students, with a history of only 20 years so far. What is different from the original system of international students in China is that the original system is to integrate international students into the higher education system of their own countries after learning Chinese, basically retaining the classical Chinese teaching mode, which has been developed for nearly a century, with a mature and solid system and good results; while at present, international students' education in all medical schools is all-English teaching, which is a relatively independent mode in comparison with the existing teaching in the schools and needs to build a whole new teaching, curriculum, curriculum, and teaching methodology to build a new teaching, curricula, and teaching methodology. The construction of a new teaching, curriculum, teaching materials and assessment system requires a large number of teachers with English teaching ability, excellent professional knowledge and international vision, and strong support from internal and external educational resources. From the famous foreign medical schools to the senior medical schools in China, it is easy to see that excellent medical education requires profound cultural heritage, humanistic construction and a huge theoretical system, and the construction of this system is slow and difficult to see quick results. At present, it is difficult to complete the construction of the system for international medical students in a hurry, and it is conceivable that there are many difficulties and problems. This paper only summarizes and discusses the problems and solutions in the teaching of cardiology to international medical students at Kunming Medical University, so as to provide some reference for the clinical teaching of international medical students.
I. Teaching and Learning - Conflict of Concepts and Solutions
The vast majority of medical international students coming to China come from neighboring countries such as East and West Asia and South Asia, with a large number of them coming from countries such as Nepal, India, and Pakistan. Although each of these students has a different family, cultural and educational background, with varying degrees of education in the early stages, the education model they receive in their home countries is mostly a Western model of teaching, and therefore their study habits are far from the requirements of their domestic teachers. In the eyes of the Chinese teachers, they are free to think out of the box, accustomed to interrupting the teacher's questions at any time, have poor discipline in the classroom, and have a strong focus on their studies, but poor in overall comprehensiveness. In particular, they are not able to observe the strict classroom discipline that Chinese teachers are used to. As a result, teachers feel that students do not have enough respect for their teachers and do not pay enough attention to their lectures, while students feel that Chinese teachers are rigid and read from the book, and that the lack of discussion affects their understanding and memorization of knowledge. We usually try to adopt a compromise approach to the above problems. Teachers will set aside a question time in each section of the lecture, and students will agree with each other before the class that they will not be interrupted by questions during non-question time. In the process of clinical apprenticeship and internship, the teaching room guided by the instructor requires international students to wear white coats, not to be late, not to leave early, to have a proper attitude towards learning, to love and respect patients, to take the initiative to introduce themselves, and to obtain the consent of the patients and their family members before carrying out the medical behaviors of questioning, checking, and so on. In view of these Southeast Asian students' problems such as weak concept of time, free and loose, and lack of sense of responsibility, on the one hand, it is necessary to set up corresponding rules and regulations to strengthen the management of international students; on the other hand, it is also necessary to carry out quality education for them to cultivate their sense of service, dedication and sense of responsibility, and basically eliminate the phenomena of international students' sloppy instrumentation, loose organization and discipline, and late coming to school and leaving school early, etc., so as to help them successfully complete the role transformation from ordinary medical students to
Foreign language vs. native language - language is a big problem
Language is the most difficult problem that all medical schools accepting international medical students will encounter. In the early stages of international medical education, the "all-English teaching" plays an important role and is irreplaceable. However, when it comes to clinical training and internship, both teachers and students feel "overwhelmed". The communication between teachers and international students and between international students and patients becomes the biggest obstacle to teaching. This kind of obstacle will cause international students to lose interest in learning and reduce the quality of teaching. Therefore, how to solve the language problem is the key to affect the quality of teaching.
(a) Language communication between teachers and international students
Most of the international students in the school come from Nepal, India and other countries where English is the official language, and the international students have a solid foundation of public **** English, and can communicate in English without any obstacles, but they generally have a heavy local accent, so there is a certain obstacle in the communication with teachers. Of course, on the other hand, the teachers' varying levels of spoken English and their "accent" relative to the international students will also affect the teaching and dissemination of knowledge. To solve the problem of language communication in teaching, the teacher is the leading role, and the English language ability of the teacher plays a key role in the quality of teaching for international students. Ensuring the quality of teaching staff is the only way to improve the quality of training for international students. The selection criteria of cardiology department for international students' tutors are, first of all, fluent oral communication ability in English and rich vocabulary of specialized foreign languages, taking into account the degree of professional knowledge and teaching experience. In practice, it has been found that the foreign language proficiency and clinical teaching experience of the teaching staff are often not balanced, with young teachers having a good command of the language but a lack of clinical experience, and senior teachers having the opposite. The training of faculty is the most important thing to improve the teaching quality of international students. In this regard, the Department of Cardiology has formed a backbone team for English teaching through selection within the department, and provided the team with intensive professional English training; at the same time, the team was given additional opportunities to participate in the whole process of translation during the Department of Cardiology's external international exchanges, including bedside checkups and lectures of different scales, and the team was given the opportunity to observe the English classroom and bedside teaching. In response to the problems of unfamiliar accents and communication difficulties between teachers and students, the Department of Cardiology organizes diversified interactions during the teaching period, creates communication opportunities between the teaching staff and international students, promotes mutual understanding between teachers and students, closes the distance between teachers and students, enhances the feelings of teachers and students, builds a bridge for the communication between teachers and students and the teaching process, and creates a friendly and harmonious teaching atmosphere, ranging from daily life, folklore and culture to national conditions and religions, etc., so that teachers and students can communicate with each other in the English classroom and bedside teaching. Religion, etc., so that teachers and students can adapt to each other's pronunciation faster, and so that international students can feel at home during their study abroad. At the same time, we should pay attention to the information feedback in the process of teacher-student interaction, and let the international students carry out the activities of evaluating teaching and learning, so that they can put forward their opinions and suggestions on teaching in the interaction, in order to motivate teachers and students to promote the progress of teaching and learning, and to achieve the mutual benefit of teaching and learning.
(II) The problem of language communication between doctors and patients
In the education of medical students, as important as the language barrier between teachers and students is the language barrier between doctors and patients, and the impact of this barrier on teaching is more prominent. Due to the special nature of the medical profession, during clinical apprenticeship and internship, international students need to go to the wards to communicate closely with patients, take accurate patient histories, and perform physical examinations smoothly. The vast majority of international students have not had formal Chinese language learning or training, which makes communication between international students and patients even more difficult; on the other hand, the English communication ability of our patients is almost zero; the language problem of both sides will ultimately lead to the difficulty in carrying out some key steps in the clinical apprenticeship and internship, and it will be difficult to carry out some key steps in the routine clinical work such as history-taking, medical checkups, medical record writing and simple operations, even with the help of the teaching staff. In the routine clinical work such as history taking, medical examination, medical record writing and simple operation, even with the help of the instructor to translate, some of the students still have difficulty in completing the work smoothly. In order to solve the problem of language communication barriers between international students and patients, the Department of Cardiology has taken the following measures: Firstly, in the early stage of international medical students' education, the Department of Cardiology organizes Chinese language classes to learn daily greetings, such as "Hello, good morning, thank you, you are welcome, where are you not feeling well, etc., and related to cardiology. etc., as well as cardiology-related symptoms such as chest tightness, chest pain, palpitation, dizziness, dyspnea, etc. The purpose of this Chinese language class is to quickly solve the problems of international medical students in clinical practice. The purpose of conducting this Chinese learning class is to quickly solve some language problems encountered by international medical students in their clinical practice and internship in communicating with patients. This class not only improves the Chinese language proficiency of international medical students, but also gives them a preliminary impression of the Chinese culture through the knowledge of Chinese vocabulary and the source of the vocabulary. Secondly, the Department of Cardiology drew on the experience of West China Medical University's StandardizedPatients (SP) interventional teaching activities, and trained a group of postgraduate students with a good foundation in English to be volunteer SPs and act as simulated patients, in order to overcome the difficulties of international students who have a poor foundation in Chinese language and are not yet able to communicate smoothly with clinical patients. Standardized patients are normal or mildly ill patients engaged in non-medical and technical work who, after training, can be prepared to perform the clinical symptoms, signs and/or history of the patient and undergo clinical examination, aiming to replicate the real clinical situation in a constant and realistic way, and to perform the three functions of playing a patient, acting as an evaluator and teaching and guiding. Since 1990, a collaboration between Jiujiang Medical College, West China Medical University, and Zhejiang Medical University, and sponsored by the Chinese Medical Foundation of New York, has initiated the introduction of SP into medical education in China. This model not only helps international students to be trained in clinical practice and communication skills, but also helps to strengthen the theory and skill training of cardiology postgraduates themselves, as well as to strengthen the training of English oral communication skills, so that they will have the opportunity to study abroad in the future, and be better adapted to the needs of international competition and foreign exchange. Thirdly, half-English and half-Chinese checkups guided by the teaching staff, i.e. English-Chinese bilingual teaching, selecting patients with stable conditions and typical cases, obtaining the consent of the patients and their family members, and then letting the international students who speak better Chinese take their medical histories, and if they can't express their opinions in Chinese, they will be translated by the teaching staff, and other international students can make supplementary inquiries, with the teaching staff guiding the whole process from the side of the teaching staff, and after that, one of the international students will complete the physical checkup, and then summarize and discuss the case. After that, one of the international students will complete the physical examination, and finally summarize and discuss the case to cultivate their clinical thinking ability in diagnosis and treatment of diseases. This English-Chinese bilingual teaching mode draws on the advantages of both English and classical Chinese teaching modes, and is therefore more conducive to the acceptance of international medical students. At the same time, we also communicate with international students at regular intervals during the process of teaching, so that we can improve the deficiencies in the process of teaching in a timely manner.
The integration of teaching methods: traditional vs. modern
Traditional medical education is based on classroom lectures, supplemented by students' self-study, and lack of discussion; the advantage of this kind of teaching is the systematic and comprehensive knowledge transfer, but the disadvantage is that it is easy to ignore the details and generalize, and the students' ability to solve the actual problems is not good. The disadvantages of this lecture-based teaching method are even more obvious in the education of international students: due to the language barrier, the lecturer teaches in a non-native language, the quality of the lecture and the degree of explanation is bound to be more limited, and it is difficult to guarantee the quality of the classroom teaching; clinical teaching is more prominent, case analysis and the idea of explanation is not easy for teachers to prepare for the lesson due to the immediacy and randomness, and the degree of in-depth explanation is more likely to be affected. In this way of teaching, students are mostly passive recipients, and under the premise of language limitation, students' enthusiasm will be greatly restricted, affecting the quality of teaching. Modern medical education emphasizes the clinical problem as the center, breaks the discipline boundaries, fully mobilizes the students' self-study enthusiasm, and integrates the knowledge of various disciplines organically. The representative of this teaching method is PBL (Problem-Based Learning), a teaching mode created by American medical educator Prof. Barrows in 1969. The Department of Cardiology adopts this mode in the teaching, clinical practice and internship courses for international medical students. Through the group discussion teaching based on specific cases and problems, with international students as the main body and instructors as the side guide, it stimulates the international students' awareness of problems, mobilizes their enthusiasm for thinking, and increases the communication and cooperation between teachers and students, aiming at cultivating international students' independent and creative ability and innovative spirit, and improving their understanding and effective application of knowledge, as well as improving the ability of students to understand and solve problems. It aims to cultivate international students' independent creative ability and innovative spirit, and to improve their understanding and effective application of knowledge to solve problems. Cardiology is an extremely specialized subject, and the understanding in learning involves many disciplines such as anatomy, physiology, pathophysiology, pharmacology, electrocardiography, electrophysiology and diagnostic imaging, etc. There are many knowledge points and complicated knowledge systems, which are relatively difficult to memorize and understand. Even for students who are taught in their native Chinese language, international students who study in English as their main language have an additional obstacle that is difficult for teachers to teach. In order to enable international students to better understand and master the knowledge of cardiology, and to cultivate their ability to solve problems by themselves, the Department of Cardiology adopts the PBL teaching method in the classroom lectures and bedside consultations and internships, so as to promote the students' active learning culture and to enhance their clinical thinking and ability of solidarity and cooperation. In the classroom lectures, cases are interspersed according to the content of the lectures and questions are asked in a targeted manner. Before clinical teaching, the Department of Cardiology specially organizes staff to write typical teaching cases, and gives cases, questions and bibliography before class. In the class, the teacher will focus on the typical clinical cases, guide the discussion on the specific problems faced in the clinic, and let the international students analyze and diagnose independently, as well as formulate specific treatment plans and strategies.
Fourth, the increase in attention: the teaching staff and the management
As the school's medical education is in line with the international standards, there will be more international students coming to the school to study and further their studies. Therefore, international student education is both an opportunity and a challenge for the university. The School of International Studies and each teaching hospital have already recognized the importance and urgency of international medical education in their minds, and have established strict rules and regulations for the effective training of teachers and management of international students. However, in addition to implementing the rules and regulations of international students management in international colleges, each teaching hospital should also manage international students in strict accordance with the rules and regulations of hospitals, so as to realize that the management of international students has rules and regulations to follow. Each clinical department should set up a file for the management of international students' internship, which is responsible for by the teaching secretary or teaching specialist of the department, as part of the assessment of discharge from the department, so that the international students will pay more attention to the clinical internship.
In conclusion, for our school and most medical schools, the clinical internship teaching of international medical students is still in the initial stage, and there are still many problems in the process of teaching and management. We need to continuously learn new knowledge in the future clinical teaching work, improve our own professional quality, promote the teaching reform in accordance with local conditions and step by step, and summarize the experience and lessons learned in the process of teaching in a timely manner, so that the education of international students in medicine will definitely achieve greater gains. To summarize, to improve the quality of education for international medical students is to find out the countermeasures to deal with the problems in time after finding them. For example, the study habits of international students in classroom are different from the teachers' expectations, so we have three rules and regulations to respect each other and to teach each other; we have gradually changed the teaching mode from all-English to English-Chinese bilingual teaching mode, so that international students can also have a certain understanding of the Chinese culture; we have developed our teaching methods into SP-mediated simulation teaching and PBL problem-oriented teaching, which are more acceptable to international students and have cultivated their independent innovation ability and innovation ability. These teaching methods are more acceptable to international students and cultivate their independent innovation ability and innovative spirit. Of course, we need to learn from the experience and mode of international students' cultivation and education of national key medical schools, so as to make the cultivation of international students in our university more mature. If we can send the instructors to the national key medical schools to learn their teaching experience, we will be able to experience the cultivation of international students in the key medical schools more directly, but this requires the cooperation of the university administration. With the rapid development of cardiovascular medicine and the deepening of international academic exchanges, the cultivation of international students in cardiology medicine puts forward higher requirements and challenges for teaching teachers. It is necessary to continuously improve the teaching mode, apply rich teaching methods, teach international students to apply the theoretical knowledge of cardiology as soon as possible, master the diagnosis and treatment of common diseases in cardiology, and exercise their ability to think independently and analyze and solve clinical problems independently.
References
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