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      National Clinical Skills Competition: an effective simulation-based method to improve undergraduate medical education in China

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          Abstract

          Background

          The National Clinical Skills Competition has been held in China for 5 consecutive years since 2010 to promote undergraduate education reform and improve the teaching quality. The effects of the simulation-based competition will be analyzed in this study.

          Methods

          Participation in the competitions and the compilation of the questions used in the competition finals are summarized, and the influence and guidance quality are further analyzed. Through the nationwide distribution of questionnaires in medical colleges, the effects of the simulation-based competition on promoting undergraduate medical education reform were evaluated.

          Results

          The results show that approximately 450 students from more than 110 colleges (accounting for 81% of colleges providing undergraduate clinical medical education in China) participated in the competition each year. The knowledge, skills, and attitudes were comprehensively evaluated by simulation-based assessment. Eight hundred and eighty copies of the questionnaires were distributed to 110 participating medical schools in 2015. In total, 752 valid responses were received across 95 schools. The majority of the interviewees agreed or strongly agreed that competition promoted the adoption of advanced educational principles (76.8%), updated the curriculum model and instructional methods (79.8%), strengthened faculty development (84.0%), improved educational resources (82.1%), and benefited all students (53.4%).

          Conclusions

          The National Clinical Skills Competition is widely accepted in China. It has effectively promoted the reform and development of undergraduate medical education in China.

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          Most cited references14

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          A critical review of simulation-based mastery learning with translational outcomes.

          This article has two objectives. Firstly, we critically review simulation-based mastery learning (SBML) research in medical education, evaluate its implementation and immediate results, and document measured downstream translational outcomes in terms of improved patient care practices, better patient outcomes and collateral effects. Secondly, we briefly address implementation science and its importance in the dissemination of innovations in medical education and health care.
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            Transformation of the education of health professionals in China: progress and challenges.

            In this Review we examine the progress and challenges of China's ambitious 1998 reform of the world's largest health professional educational system. The reforms merged training institutions into universities and greatly expanded enrolment of health professionals. Positive achievements include an increase in the number of graduates to address human resources shortages, acceleration of production of diploma nurses to correct skill-mix imbalance, and priority for general practitioner training, especially of rural primary care workers. These developments have been accompanied by concerns: rapid expansion of the number of students without commensurate faculty strengthening, worries about dilution effect on quality, outdated curricular content, and ethical professionalism challenged by narrow technical training and growing admissions of students who did not express medicine as their first career choice. In this Review we underscore the importance of rebalance of the roles of health sciences institutions and government in educational policies and implementation. The imperative for reform is shown by a looming crisis of violence against health workers hypothesised as a result of many factors including deficient educational preparation and harmful profit-driven clinical practices.
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              Simulation Technology for Skills Training and Competency Assessment in Medical Education

              Medical education during the past decade has witnessed a significant increase in the use of simulation technology for teaching and assessment. Contributing factors include: changes in health care delivery and academic environments that limit patient availability as educational opportunities; worldwide attention focused on the problem of medical errors and the need to improve patient safety; and the paradigm shift to outcomes-based education with its requirements for assessment and demonstration of competence. The use of simulators addresses many of these issues: they can be readily available at any time and can reproduce a wide variety of clinical conditions on demand. In lieu of the customary (and arguably unethical) system, whereby novices carry out the practice required to master various techniques—including invasive procedures—on real patients, simulation-based education allows trainees to hone their skills in a risk-free environment. Evaluators can also use simulators for reliable assessments of competence in multiple domains. For those readers less familiar with medical simulators, this article aims to provide a brief overview of these educational innovations and their uses; for decision makers in medical education, we hope to broaden awareness of the significant potential of these new technologies for improving physician training and assessment, with a resultant positive impact on patient safety and health care outcomes.
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                Author and article information

                Journal
                Med Educ Online
                Med Educ Online
                MEO
                Medical Education Online
                Co-Action Publishing
                1087-2981
                16 February 2016
                2016
                : 21
                : 10.3402/meo.v21.29889
                Affiliations
                [1 ]Educational Department, Peking University People's Hospital, Beijing, China
                [2 ]Peking University People's Hospital, Beijing, China
                [3 ]Ministry of Education, People's Republic of China, Beijing, China
                [4 ]Norman Bethune Health Science Center, Jilin University, Jilin, China
                [5 ]Xiangya School of Medicine, Central South University, Changsha, China
                [6 ]Zhongshan School of Medicine, Sun Yat-Sen University, Guangzhou, China
                Author notes
                [* ]Correspondence to: Shan Wang, Peking University People's Hospital, 11 Xizhimen South Street, Beijing 100044, China, Email: lcjxyjzx@ 123456163.com
                Article
                29889
                10.3402/meo.v21.29889
                4759833
                26894586
                8d4b983a-70f2-425e-8003-9582a812bc43
                © 2016 Guanchao Jiang et al.

                This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License, allowing third parties to copy and redistribute the material in any medium or format and to remix, transform, and build upon the material for any purpose, even commercially, provided the original work is properly cited and states its license.

                History
                : 29 September 2015
                : 26 January 2016
                : 26 January 2016
                Categories
                Research Article

                Education
                clinical skills,competition,simulation-based medical education,undergraduate medical education

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