By reforming the traditional teaching mode, and giving the inspection way, put
forward the diversified and “classification guidance” mode of teaching, fully
arouse the enthusiasm of students, help trainees to establish scientific
research thinking, to achieve the goal of improving the effect of practice and
increasing the success rate of postgraduate entrance examination, for the
problems existing in the unity of “Double Tracks in One” policy solutions, for further
training of high quality medical personnel to improve the basis.
References
[1]
Ai, W., Zhang, Z., & Du, D. (2021). A Probe into the Value of Using PBL Combined with Case Teaching in Urology Teaching. China Continuing Medical Education, No. 35, 23-26.
[2]
Hong, M., & Ying, H, Y. (2021). Current Situation and Characteristics of the Reform of Practice-Based Teacher Education in U.S.: An Analysis Based on Ten High-Quality Teacher Residency Programs. International and Comparative Education, 43, 8-17.
[3]
Hou, Z. F., Liu, D. D., & Wang, H. (2021). Research and Thinking on Teaching Reform of Veterinary Clinical Probation. Livestock and Poultry Industry, 32, 119-120. https://doi.org/10.19567/j.cnki.1008-0414.2021.12.055
[4]
Li, S., Wang, K. X., & Wang, B. (2021). Exploring the Application of Different Learning Modes to Different Types of Students in Radiology Residential Education. China Continuing Medical Education, No. 34, 78-82.
[5]
Li, Z. Y., Meng, L. Z., & Wei, J. H. (2021). How to Survive between “Standardized Resident Training” and “Professional Master”—On the Difficulties Encountered in Undergraduate Clinical Practice. Journal of Education and Training Studies, No. 5, 2324-805X.
[6]
Qin, X, M., Lin, L., & Wu, L. (2021). Application of Bedside Teaching with CBL to Instruction of Dermatology and Venereal Diseases. Journal of Wannan Medical College, No. 3, 284-286.
[7]
Wang, K. J., Xu, Y., & Ding, W. G. (2020). Application of CBL-PBL-LBL Teaching Method in Orthopedics Teaching. China Continuing Medical Education, No. 35, 27-31.
[8]
Wang, L., Min, W., & Wei, W. X. (2021). Practice and Thinking on Graduation Internship Work of Undergraduates Majoring in Chinese Medicine. China Medical Herald, No. 31, 87-90.
[9]
Wei, J. H., Zhou, H. D., & Luo, Q. S. (2021). Problems Existing in the Process of Clinical Medicine Undergraduate Practice and Coping Strategies. Creative Education, 12, 2090-2097. https://doi.org/10.4236/ce.2021.129160
[10]
Yan, X. (2017). Study on the Current Situation and Counter Measures of Standardized Training for Residents of Traditional Chinese Medicine in Shandong Province. Shandong University of Finance and Economics.
[11]
Yang, R., Yang, X. Y., & Chen, R. P. (2021). Application of Problem-Oriented Bedside Teaching Model in Clinical Teaching of Diabetic Ketoacidosis. Modern Hospitals, No. 12, 1947-1949.
[12]
Zhang, C. L., Huang, H., & Gong, B. (2019). A Brief Analysis of Homogenization Management of Planned Training Bases for Resident Physicians in China. Modern Hospital Management, No. 2, 61-65.
[13]
Zhang, B. W., Zhang, H. L., & Peng, K. (2021). Application of 3D Bedside Teaching in Clinical Teaching of Orthopedics. Ningxia Medical Journal, No. 2, 188-189.
[14]
Zhang, S. M., Li, N., & Su, N. (2021). Application of PBL+CBL Combined Teaching Mode in Standardized Training and Teaching for Anesthesiology Residents. Inner Mongolia Medical Journal, 53, 1491-1493. https://doi.org/10.16096/J.cnki.nmgyxzz.2021.53.12.027