Curriculum and teaching reform from the perspective of the national medical practitioner qualification examination
LU Lisun1, LYU Zhigang1, XU Yixi2, YU Qiuyan2, YU Qing2.
1.Academic Affairs Office,Wenzhou Medical University, Wenzhou 325035, China; 2.School of Public Health, Wenzhou Medical University,Wenzhou 325035, China
LU Lisun,LYU Zhigang,XU Yixi, et al. Curriculum and teaching reform from the perspective of the national medical practitioner qualification examination[J]. JOURNAL OF WEZHOU MEDICAL UNIVERSITY, 2024, 54(5): 427-430, 封三..
Abstract：Objective: To provide reference for the teaching reform of medical colleges by taking the scores and influencing factors of one annual medical practitioner qualification exam at Wenzhou Medical University (WMU) as the entry point. Methods: In this study, 878 participants in the Clinical Practitioner Examination,78 participants in the Public Health Practitioner Examination, and 26 participants in the Oral Practitioner Examination at WMU in a certain year were selected as subjects. The scores of each subject in the practitioner examination were compared with analysis with the national average score and average mastery rate; the correlation between the score of each subject during undergraduate medical education and the corresponding result in the National Medical Practitioner Qualification Examination was retrospectively verified. Results: The Clinical Practitioner Examination showed that the scores in all subjects were higher than the national average (P<0.05).Except for Health Statistics and Maternal and Child Health Care in the Public Health Practitioner Examination,and Oral Internal Medicine, Oral Prevention, Internal Medicine, and Surgery in the Oral Practitioner Examination,
which had no difference from the national average, scores in all other subjects were higher than the national average (P<0.05). The scores in basic knowledge and professional knowledge in the National Practitioner Qualification Examination for Clinical and Public Health were moderately or low correlated with the scores of majority relevant subjects during the undergraduate years (P<0.05). However, there was no significant correlation between the scores of majority relevant subjects in medical humanities and dental majors (P>0.05). Conclusion: Importance should be attached to the undergraduate education of medical humanities for medical students to improve their humanistic literacy, and emphasis should be placed on process-based assessment and evaluation, combining theory with practice as well as problem-based teaching to ensure an effective curriculum reform and desired teaching quality.
