Shanghai Jiao Tong University School of Medicine Hainan International Medical Center Standardized Physician Training and Continuing Education Program for Clinical Medicine Simulation Scenarios
Shanghai Jiao Tong University School of Medicine Hainan International Medical Center Standardized Physician Training and Continuing Education Program for Clinical Medicine Simulation Scenarios
I. Project Background
(I) Resonance between National Policies, the "Belt and Road" Strategy and the Demand for Clinical Medicine Simulation Education
Standardized physician training is a core initiative of the country to deepen medical reform and consolidate the foundation of medical care. The "Healthy China 2030" Planning Outline and the Three-Year Action Plan for Promoting Health Cooperation under the "Belt and Road" clearly propose to "strengthen medical talent training, promote the development of clinical medicine simulation education, and build a community of shared future for human health". Currently, both county-level medical care in China and medical care in countries along the "Belt and Road" are facing common problems such as "weak clinical skills, insufficient practical experience, and lack of standardized training". As a "zero-risk, high-reduction, repeatable" path for skill improvement, continuing education in clinical medicine simulation has become a key grasp to make up for the shortcomings.
Relying on the disciplinary advantages of Shanghai Jiao Tong University School of Medicine (hereinafter referred to as "SJTUSM") and the dual dividends of "policy + location" of Hainan Free Trade Port, this project takes "investing in people" as the core, integrating "standardized training + clinical medicine simulation education". It not only provides a high-quality skill improvement platform for domestic physicians, but also builds a "China Standard + Local Adaptation" simulation training channel for physicians from countries along the "Belt and Road", promoting the "going out" of China's medical experience and simulation education model, and helping the implementation of the "Healthy Silk Road".
(II) Functional Scenario Orientation of the Training Center
It is proposed to set up the "Standardized Physician Training and Clinical Medicine Simulation Continuing Education Center" under the Shanghai Jiao Tong University School of Medicine Hainan International Medical Center, positioned as:
1. Benchmark Position for Domestic Clinical Medicine Simulation Education: Build a standardized training system driven by informatization, empowered by simulation, and led by standardization to solve the problem of domestic physicians' "disconnection between theory and practice and hesitation in practicing high-risk operations";
2. Core Platform for Simulation Training of Medical Talents under the "Belt and Road": Provide immersive and high-reduction clinical simulation training for physicians from countries along the route, and export China's diagnosis and treatment technologies and simulation education experience;
3. International Exchange Window for Clinical Medicine Simulation Education: Regularly carry out transnational simulation teaching seminars, promote the connection between China's simulation education standards and global standards, and build an international medical continuing education brand.
(III) Talent Cultivation Advantages of SJTUSM and Characteristics of Hainan Branch
SJTUSM has been deeply engaged in medical education for decades, building a physician training system focusing on "medical ethics first, ability-oriented, and simulation as the key", and has accumulated mature experience in the field of clinical medicine simulation education. Undertaking this project, Hainan Branch has three core advantages:
4. Resource Homogeneity: Realize "teacher sharing, curriculum homology, and synchronization of simulation training standards" with the main campus of SJTUSM, introducing top domestic simulation teaching experts and mature courses;
5. Policy and Location Advantage: Hainan Free Trade Port provides policy support such as "visa convenience, tax incentives, and cross-border services", facilitating the entry of "Belt and Road" students for training, and the introduction of excellent foreign teachers and simulation equipment;
6. Technological Prospects: It already has an informatization foundation, and can quickly build an integrated platform of "simulation teaching + digital management", breaking geographical restrictions to serve remote areas in China and countries along the route.
II. Training Objectives
With the core of "cultivating qualified physicians with noble medical ethics, exquisite medical skills, adaptation to clinical needs, and international vision", closely following the requirements of the construction of the "Healthy Silk Road" and the development of clinical medicine simulation education, a dual-track system of "standardized training + simulation continuing education" will be built. The specific objectives are as follows:
7. Domestic Standardization and Simulation Education Objectives: Through the model of "theory + simulation training + clinical practice", improve physicians' clinical thinking and practical skills. Students will receive no less than 120 class hours of training per year, and 100% will meet the national standardized physician assessment standards upon graduation;
8. "Belt and Road" Special Training Objectives: Train more than 300 physicians (50 people per group) from countries along the route every year. Through customized simulation training (such as tropical disease emergency, chronic disease management simulation), enable them to master China's core diagnosis and treatment skills and participate in the exchange of simulation scenario teaching workshops. Upon graduation, they will meet the dual requirements of "China Standard + Local Adaptation", and promote the pilot mutual recognition of training certificates in countries along the route;
9. International Simulation Education Exchange Objectives: Conduct 2 "Belt and Road" clinical medicine simulation education seminars every year, share China's simulation teaching model through online and offline models, and promote the connection between China's simulation education standards and those of countries along the route;
10. Digital and Simulation Platform Objectives: Build a clinical medicine simulation digital platform (including OSCE assessment, AI + XR training and other systems) that "covers China and radiates the 'Belt and Road'". The platform utilization rate of domestic/international students will reach more than 95%, and the coverage rate of remote simulation training for students in remote areas and countries along the route will reach 100%;
11. Core Objective: Ultimately build an international clinical medicine simulation continuing education system of Hainan International Medical Center, becoming a dual benchmark of "clinical simulation education + transnational talent training" that is leading in China and recognized internationally.
III. Training Objects
(I) Domestic Training Objects
12. On-the-job physicians engaged in internal medicine, surgery, gynecology, pediatrics, general practice, public health, emergency and critical care and other fields in county-level and primary medical institutions who need to improve their practical skills through simulation training;
13. Medical graduates who have just graduated and entered county-level and primary medical institutions and have not yet completed the national standardized physician training;
14. Other physicians in medical institutions at all levels in China who intend to strengthen their high-risk operation capabilities through simulation education.
(II) "Belt and Road" Special Training Objects
15. On-the-job physicians engaged in front-line clinical work in medical institutions of countries along the "Belt and Road" who need to improve their ability in diagnosing and treating common diseases and handling emergencies and critical illnesses through simulation training;
16. Backbone physicians recommended by medical management departments of countries along the route (planning to promote the construction of their own clinical medicine simulation education system);
17. Teachers in medical education institutions of countries along the route (need to master China's simulation teaching methods for training local physicians).
(III) Other International Exchange Objects
Physicians and medical educators from other countries with cooperation intentions outside the "Belt and Road" who are committed to learning China's experience in clinical medicine simulation education.
IV. Core Measures: Key Paths to Attract Physicians from "Belt and Road" Countries to Participate in Training
(I) Policy Empowerment: Reducing the Threshold for Participation
18. Visa and Entry Convenience: Relying on the policies of Hainan Free Trade Port, open a green channel for "training visas + work permits" for "Belt and Road" students, simplify the document review process, and approve multiple-entry visas with a maximum validity period of 1 year;
19. Certificate Mutual Recognition Guarantee: Sign cooperation agreements with the health ministries and medical associations of countries along the route, clarify that the "simulation training graduation certificate" of this project can be used as the core basis for local physicians' professional title promotion and practice qualification upgrading, and give priority to promoting mutual recognition pilots with countries such as Thailand and Malaysia.
(II) Resource Adaptation: Meeting Actual Needs
20. Customized Simulation Training Content: Develop exclusive simulation case libraries (such as dengue fever emergency simulation, hypertension complication management simulation) for high-incidence diseases in countries along the route (such as tropical diseases in Southeast Asia, chronic diseases in Central Asia), integrating China's characteristic diagnosis and treatment technologies (such as traditional Chinese medicine appropriate technology simulation);
21. Multilingual Simulation Teaching Support: Provide simulation teaching materials in Chinese, English, Arabic and other languages, and equip bilingual simulation instructors (proficient in "medicine + language") to ensure barrier-free training;
22. Adaptive Simulation Equipment: Considering the medical resource conditions of countries along the route, simultaneously develop "low-cost, easy-to-operate" simulation equipment (such as simple cardiopulmonary resuscitation training models) for students to promote and use after returning to their countries.
(III) Channels and Brands: Expanding International Influence
23. Official Cooperation Channels: Linkage with the National Health Commission to connect with embassies of countries along the "Belt and Road" in China and health ministries, and select participating physicians through official recommendation mechanisms to enhance the authority of the project;
24. Institutional Signing Cooperation: Sign "simulation education cooperation agreements" with key hospitals and medical associations of countries along the route (such as the Medical Association of Thailand and the Health Science Association of Kazakhstan), and establish an "annual targeted training" mechanism;
25. Brand Promotion Matrix: Participate in the "Belt and Road" Health Forum and International Medical Simulation Education Conference, release "simulation training achievement displays" (such as AI + XR surgical simulation clips) through short video platforms (such as YouTube, TikTok), and invite previous students to shoot "training experience" to expand the international popularity of the project.
V. Training Methods
(I) Curriculum System Construction: Dual-Track Integration of "Standardized Training + Simulation Continuing Education"
1. Domestic Courses (including simulation training modules)
|
Course Type |
Core Content |
Teaching Form |
Proportion of Simulation Training |
|
Theoretical Courses |
Core content of national standardized training such as internal medicine, surgery, gynecology and obstetrics, as well as simultaneous explanation of "simulation training operation principles" |
Combination of online and offline (small lectures, case analysis) |
- |
|
Simulation Training Courses |
Basic skills: cardiopulmonary resuscitation, suture, puncture (training with high-fidelity models); Specialist skills: obstetric delivery simulation, surgical laparoscopy simulation (AI + XR platform); Emergency skills: myocardial infarction, trauma emergency simulation (comprehensive simulated patients) |
Offline immersive training (with simulation instructors) |
40% |
|
Clinical Practice Courses |
Participate in real diagnosis and treatment in cooperative hospitals, and optimize practical procedures based on simulation training results |
Clinical teaching (follow-up visits, practical operations) |
- |
2. "Belt and Road" Special Courses (customized simulation training)
• Core Theoretical Modules: China's clinical diagnosis and treatment standards, diagnosis and treatment guidelines for high-incidence diseases in countries along the route, and clinical medicine simulation education methods;
• Customized Simulation Training Modules:
? Tropical disease emergency simulation (such as dengue shock syndrome management, simulating symptoms with comprehensive simulated patients);
? Chronic disease management simulation (such as diagnosis and treatment of hypertension complicated with stroke, restoring patient medical history and examination data through VR);
? Primary medical care simulation (such as general practice clinic consultation, simulating the whole process of "consultation - examination - prescription");
• Clinical Observation and Simulation Transformation Module: After observing diagnosis and treatment in domestic tertiary hospitals, "reproduce" the disposal process of typical cases in the simulation center to consolidate learning results.
3. International Exchange Courses
• Special Lectures on Clinical Medicine Simulation Education (inviting domestic and foreign simulation education experts to explain "the application of AI + XR in simulation teaching");
• Transnational Simulation Case Seminars (domestic and "Belt and Road" students form teams to jointly complete "cross-border emergency simulation" through the VR platform, such as remote guidance on trauma disposal);
• On-site Observation of Simulation Education (arrange "Belt and Road" students to visit the simulation center of the main campus of SJTUSM and the simulation training area of Hainan Branch to learn experience in simulation center construction).
(II) Construction of Informatization and Simulation Teaching System
Build a full-process digital simulation teaching system of "learning - practice - assessment - training":
|
System Name |
Core Functions |
Adaptable Scenarios (Domestic/"Belt and Road") |
|
1. SJTUSM Standardized Training Center Cloud Platform and Online Learning Platform (Internal Medicine, Surgery, Gynecology and Obstetrics, Pediatrics, General Practice, Public Health, Nursing, Emergency) |
Online learning (multilingual courses), theoretical exercises (bilingual question banks), lifelong electronic files |
Full-scenario practice - assessment - evaluation system |
|
2. OSCE Assessment System |
- Modular stations: 8 stations, adapting to national standardized training OSCE standards; - Electronic scoring: supporting experts to conduct electronic score sheet scoring, review and comment through tablets; - Check-in and call system: including check-in and call modules, full electronic assessment process |
Graduation assessment for domestic students; Skill certification assessment for "Belt and Road" students |
|
3. Clinical Thinking Ability Training System |
- Case library: covering more than 40 standardized cases; - Simulation diagnosis and treatment: restoring the whole process of "consultation - examination - diagnosis - treatment" |
Improvement of clinical thinking for domestic/"Belt and Road" students; Training of diagnosis and treatment ability for primary physicians |
|
4. AI + XR Digital Medical Skill Training Platform |
- Immersive scenarios: VR restores scenarios such as "surgical operations (such as laparoscopy) and emergency rescue"; - AI guidance: real-time identification of operation actions, voice prompts for "error points"; - Cross-border collaboration: domestic and "Belt and Road" students enter the virtual scenario simultaneously to carry out "joint simulation operations" |
High-risk and high-cost skill training (such as surgery, emergency rescue) |
Personnel Management, Question Bank Management, Assessment Management, Statistical Reports (Management Terminal); Student Group Management, Student Exam Summary, Public Question Bank Browsing, Private Question Bank Browsing, Test Paper Template Management, Theoretical Test Paper Management, Student Exam Summary, Question Review (Teacher Terminal); Student Management, Exam Arrangement, Score Inquiry, Score Statistics, Test Paper Analysis, My Practice, My Exams, Theoretical Training, Wrong Question Summary, Mock Exams, My Appointments, Historical Scores (Student Terminal)
(III) Hardware Facility Construction: Supporting "International Clinical Medicine Simulation Continuing Education"
1. Simulation Training Models and Supporting Hardware
|
Hardware Category |
Specific Equipment/Models |
Adaptable Systems |
Purpose |
|
Basic Skill Simulation Models |
Cardiopulmonary resuscitation simulators (with heart rate and breathing feedback), surgical suture training models (multi-layer tissue simulation), venous puncture models |
Basic training, OSCE assessment system |
Basic skill training for domestic/"Belt and Road" students |
|
High-Fidelity Comprehensive Simulation Equipment |
Adult/child comprehensive simulated patients (can simulate 15 vital signs and drug reactions), obstetric delivery simulation models (difficult labor scenario restoration) |
OSCE assessment system, AI + XR platform |
Specialist operations, emergency simulation training |
|
Digital Simulation Hardware |
VR headsets, OSCE station intelligent terminals (tablets + high-definition cameras) |
AI + XR platform, OSCE assessment system |
Immersive simulation training |
|
Support and Adaptation Hardware |
High-performance servers (supporting 500 people to access the assessment platform simultaneously), 10-gigabit cross-border network switches |
All systems |
Stable operation of simulation systems, cross-border data transmission |
(IV) Assessment and Feedback Mechanism
1. Hierarchical Assessment System (including simulation skill assessment)
|
Assessment Type |
Assessment Content |
Assessment Method |
Applicable Objects |
|
In-Class Assessment |
Theoretical knowledge points, basic simulation operations (such as puncture) |
Online theoretical test + offline simple simulation operation |
Domestic/"Belt and Road" students |
|
Quarterly Assessment |
Specialist simulation skills (such as surgical suture, emergency rescue), clinical thinking (simulation diagnosis and treatment) |
OSCE system stations (8 core stations) + thinking system test |
Domestic/"Belt and Road" students |
|
Annual Assessment |
Comprehensive simulation skills (AI + XR surgery/emergency simulation), clinical practice ability |
Offline OSCE full stations + clinical teaching evaluation |
Domestic/"Belt and Road" students |
|
Graduation Assessment |
National standardized training theory + comprehensive simulation skills (including "Belt and Road" local adaptive skills), medical ethics evaluation |
National standardized training unified examination + OSCE system final examination |
Domestic students: issue national graduation certificate + simulation training certificate; "Belt and Road" students: issue China simulation training certificate (international version) |
|
International Seminar (No Assessment) |
Share "clinical medicine simulation education experience" and discuss the connection of transnational simulation standards |
Thematic conferences, case sharing |
Domestic and foreign experts, students |
2. Feedback Mechanism (Ensuring the Quality of Simulation Education)
• Student Feedback: Fill in the "simulation training satisfaction questionnaire" (including "teaching professionalism" and "content adaptability") through the digital platform every month. "Belt and Road" students additionally feedback on "language support and living guarantee" issues;
• Institutional Feedback: Hold "simulation training achievement review meetings" with domestic/"Belt and Road" medical institutions every quarter to understand the "simulation skill transformation situation" of students after returning to work (such as data on the improvement of emergency success rate);
• Expert Feedback: The expert team evaluates the "simulation system performance and timeliness of training content" every six months, and puts forward optimization suggestions (such as updating the "Belt and Road" high-incidence case library).
VI. Operation Plan
(I) Operation Principles
26. Demand-Oriented, Simulation Empowerment: Focus on the actual needs of domestic primary medical care and "Belt and Road" countries, take "simulation training" as the core, and ensure that skills are "learnable and usable";
27. Informatization-Driven, Cross-Border Convenience: Optimize the cross-border adaptation of the digital platform (reduce network delay), and core simulation training can be carried out through the combination of "online VR + offline simple models" to reduce student costs;
28. Mutual Benefit and Win-Win, Continuous Optimization: Not only export China's simulation education experience, but also absorb advanced international concepts, and dynamically adjust the training system;
29. Quality First, Standard Leadership: Strictly follow the "national standardized training standards + international simulation education standards" to ensure that the training quality is traceable and evaluable;
30. International Training: Simultaneous interpretation personnel will be assigned to the courses to facilitate international students' better understanding of the course content, so as to achieve standard and homogeneous course training.
(II) Organizational Management Structure
1. Operation Management Team
• Leader: Tong Tianlang
• Deputy Leader: To be determined
• Expert Team: Zhu Shanzhu, Zhou Rong, Wang Rong, Shao Li, Fang Ningyuan, Xu Zhongqing, Shou Juan, Meng Chao, Cheng Ruijie and other Shanghai-based teachers
(The expert team will fully participate in curriculum design, teacher training, assessment standard formulation and the construction of clinical medicine simulation teaching system to ensure the quality of international training)
2. Team Responsibilities
|
Department |
Personnel Composition |
Core Responsibilities |
|
Leading Group |
Relevant leaders of SJTUSM, responsible persons of Hainan International Medical Center |
Overall strategic planning, coordination of major resources (such as policies, funds) |
|
Teaching Management Group |
Simulation education experts and clinical backbone physicians from the main campus of SJTUSM and Hainan Branch |
Curriculum design, teacher management, supervision of simulation teaching quality |
|
International Cooperation and Connection Group |
Bilingual specialists (proficient in medicine + foreign languages), cross-border affairs specialists |
Recruitment of "Belt and Road" students, visa connection, cross-cultural services |
|
Informatization and Simulation Technology Group |
AI engineer team, simulation equipment maintenance specialists |
Maintenance and upgrading of digital platforms (OSCE, AI + XR), simulation equipment management |
|
Logistics Support Group |
Venue managers, living service specialists (including bilingual) |
Simulation venue management, student accommodation/catering/transportation guarantee |
VII. Project Budget
|
Serial Number |
Project Content |
Price |
|
1 |
SJTUSM Standardized Training Center Cloud Platform (Internal Medicine, Surgery, Gynecology and Obstetrics, Pediatrics, General Practice, Public Health, Nursing, Emergency) |
Annual service fee of ￥200,000 |
|
2 |
SJTUSM Standardized Training Center Online Learning Platform (Internal Medicine, Surgery, Gynecology and Obstetrics, Pediatrics, General Practice, Public Health, Nursing, Emergency) |
Annual service fee of ￥800,000 |
|
3 |
OSCE Assessment System |
￥2,600,000 |
|
4 |
Clinical Thinking Ability Training System |
￥1,200,000 |
|
5 |
AI + XR Digital Medical Skill Training Platform |
Annual service fee of ￥300,000 |
|
6 |
Supporting Furniture and Electronic Products for the Training Center |
￥1,200,000 |
|
7 |
Supporting Decoration of the Training Center |
￥1,500,000 |
|
8 |
Visual Teaching System of the Training Center |
￥600,000 |
|
9 |
Supporting Models of the Training Center |
￥1,200,000 |
|
10 |
Operation of SJTUSM Expert Team, including Curriculum Design - Question Review - Assessment - Evaluation - Competition |
Annual service fee of ￥800,000 |
|
|
Total |
￥10,400,000 |
VIII. Expected Results
(I) Improvement Effect on Medical and Health Undertakings
31. Dual Improvement of Talent Ability and Medical Quality: Train more than 3,000 qualified physicians with "standardized training + simulation training" in China within 3 years, improve the qualified rate of common disease disposal and the success rate of emergency and critical care rescue in primary medical institutions; Train more than 1,000 physicians from countries along the "Belt and Road", improve the accuracy of diagnosis and treatment of tropical diseases and chronic diseases in their institutions, and help the construction of the "Healthy Silk Road";
32. International Benchmark of Simulation Education System: Form a clinical medicine simulation continuing education model of "China Standard + Cross-Border Adaptation", which can be replicated and promoted to the whole country and countries along the "Belt and Road", providing a "China Plan" for global transnational medical talent training;
33. Deepening of Medical Cooperation and People-to-People Bond: Establish long-term medical cooperation relations between China and countries along the "Belt and Road" through "simulation education cooperation", and enhance mutual trust in the field of health between countries.
(II) Value Enhancement for SJTUSM and Hainan Branch
34. Fulfilling the Mission of Talent Cultivation and Social Responsibility: Build an international benchmark for clinical medicine simulation continuing education, demonstrating SJTUSM's mission of "serving national strategies and cultivating global medical talents", and enhancing the school's international reputation;
35. Deepening the Integration of Medical Education, Industry, University and Research: The simulation center can serve as the "clinical simulation teaching practice center" of SJTUSM to provide training scenarios for students of the main campus; At the same time, relying on simulation equipment research and development and data research, promote the industry-university-research transformation of "medical education + technology";
36. Enhancing Academic and International Influence: Through transnational simulation education research and international summit held, form scientific research achievements with international promotion value, and enhance SJTUSM's academic status in the global field of medical simulation education.
(III) Achievement of Core Objectives: Establishment of an International Clinical Medicine Simulation Continuing Education System
Ultimately achieve "three internationalizations":
37. Standard Internationalization: Simulation education standards are in line with international standards, and training certificates are recognized by more than 10 countries around the world;
38. Service Internationalization: Train more than 500 physicians from around the world (mainly the "Belt and Road") every year, becoming an internationally renowned clinical medicine simulation continuing education center;
39. Brand Internationalization: "Hainan International Medical Center Simulation Education" becomes a well-known brand for global medical talent training, attracting students from all over the world to participate in training.
IX. Appendices
(I) Reference for Training Courses (Offline Courses)
|
(I) |
Basic Disciplines |
|
|
General Practice Development |
|
1 |
Development and Exploration of General Practice Talents |
|
2 |
Domestic and International Development of General Practice |
|
3 |
Basic Principles and Characteristics of General Practice |
|
4 |
Requirements of the New Medical Reform for Community Health Services and General Practice Talent Training |
|
5 |
Positioning and Development of Community Health Service Centers under the New Medical Reform Policy |
|
6 |
Discussion on the Family Doctor "1+1+1" Contract Service Model |
|
7 |
Internet + and the Development of General Practice |
|
|
Medical Humanities |
|
1 |
Humanistic Spirit in General Practice |
|
2 |
Introduction to General Practice |
|
3 |
Doctor-Patient Relationship and Medical Ethics |
|
4 |
A Brief Analysis of Medical Humanistic Spirit and Doctor-Patient Relationship |
|
|
Doctor-Patient Communication |
|
1 |
Doctor-Patient Relationship and Communication in General Practice |
|
2 |
Medical Staff Etiquette |
|
3 |
Efficient Communication Methods Between General Practitioners and Specialists Abroad |
|
4 |
Doctor-Patient Communication Skills |
|
5 |
Chinese-Style Doctor-Patient Relationship |
|
6 |
How to Maintain a Good Doctor-Patient Relationship |
|
(II) |
Clinical Services |
|
|
Symptom Recognition |
|
1 |
Diagnostic Ideas for Dyspnea in the Elderly |
|
2 |
Diagnosis and Management of Ectopic Pregnancy |
|
3 |
Polycystic Ovary Syndrome (PCOS) and Metabolic Issues |
|
4 |
Atypical Angina Cases |
|
5 |
Pulmonary Embolism Cases |
|
6 |
Breast Cancer Cases |
|
7 |
Rapidly Progressive Glomerulonephritis |
|
8 |
Recurrent Urinary Tract Infections |
|
9 |
Obesity Cases |
|
10 |
Transient Ischemic Attack (TIA) Cases |
|
11 |
Hemorrhagic Stroke Cases |
|
12 |
Cases of Elevated Liver Enzymes Caused by Statin Lipid-Lowering Drugs |
|
13 |
Alzheimer's Disease Cases |
|
14 |
Subclinical Hypothyroidism Cases |
|
15 |
Neonatal Jaundice Cases |
|
16 |
Infant Vaccination Process |
|
17 |
Cervical Cancer Screening Cases |
|
18 |
Standardized Management of Chronic Obstructive Pulmonary Disease (COPD) |
|
|
Clinical Thinking |
|
1 |
Clinical Thinking and Diagnostic Skills in General Practice (Case Analysis) |
|
2 |
Clinical Thinking in Consultation |
|
3 |
Five-Dimensional Levels of Clinical Thinking |
|
4 |
Principles of Acute Chest Pain Management |
|
5 |
Pediatric Clinical Thinking |
|
|
Chronic Disease Management |
|
1 |
Asymptomatic Hypertension Management |
|
2 |
Diabetes Cases |
|
3 |
Hyperthyroidism Cases |
|
4 |
Teamwork in Community Medicine |
|
5 |
Digital Empowerment of Primary Chronic Disease Management |
|
6 |
Chronic Disease Prevention and Control Management |
|
7 |
Management of Chronic Heart Failure |
|
8 |
Standardized Management of Dyslipidemia |
|
|
Emergency Response |
|
1 |
First Aid Knowledge and Skills for Common Emergencies in General Practice |
|
2 |
Cardiopulmonary Resuscitation (CPR) and Automated External Defibrillator (AED) Application |
|
3 |
Emergency Management of Acute Myocardial Infarction |
|
4 |
Emergency Handling of Severe Allergic Reactions (Anaphylaxis) |
|
5 |
Emergency Management of Stroke |
|
6 |
Emergency Treatment of Severe Trauma |
|
7 |
Emergency Management of Diabetic Ketoacidosis |
|
|
Diagnostic Technology |
|
1 |
Application of Electrocardiogram (ECG) in General Practice |
|
2 |
Basic Interpretation of Chest X-Ray Films in Primary Care |
|
3 |
Application of Ultrasound in Community Health Services |
|
4 |
Common Laboratory Test Result Interpretation in General Practice |
|
|
Medication Management |
|
1 |
Rational Medication for Elderly Patients with Multiple Chronic Diseases |
|
2 |
Medication Safety and Adverse Drug Reaction Management |
|
3 |
Antibiotic Rational Use in Primary Care |
|
4 |
Medication Guidance for Chronic Disease Patients |
|
(III) |
Special Topics for "Belt and Road" International Trainees |
|
1 |
Adaptation and Application of China's General Practice Diagnosis and Treatment Standards in Countries Along the "Belt and Road" |
|
2 |
Simulation Teaching Methods of Clinical Skills for General Practice in Resource-Limited Settings |
|
3 |
Management of Tropical Diseases and Common Infectious Diseases in Countries Along the "Belt and Road" |
|
4 |
Cross-Cultural Doctor-Patient Communication Skills for International Medical Services |
|
5 |
Construction and Operation Experience of Community Health Service Systems in China |
|
6 |
Suggestion for General Practice Training of International Trainees from "Belt and Road" Countries: An additional week of elective workshops will be set up in the last week of the training. According to students' needs, they can participate in practical operations such as surgical incision and suture, debridement, and laparoscopy to strengthen hands-on skills. |
|
(IV) |
Public Health and Health Management |
|
|
Population Management |
|
1 |
Knowledge and Skills in Community Public Health Management |
|
2 |
Elderly Care and Health Management |
|
|
Health Education |
|
1 |
Community Prevention and Health Care |
|
2 |
Standard Processes, Methods and Case Analysis of Health Management Services |
|
|
Emergency Management |
|
1 |
Emergency Response to Major Infectious Disease Outbreaks |
|
2 |
Investigation and Disposal of Unknown Cause Disease Outbreaks |
|
3 |
Emergency Response to Clustered Outbreaks of Unknown Cause Pneumonia |
|
4 |
Emergency Response to Major Respiratory Infectious Disease Outbreaks |
|
5 |
Health Emergency Response to Bacterial Food Poisoning |
|
(V) |
Comprehensive Management |
|
|
Team Management |
|
1 |
Improvement of Teachers' Self-Ability and Learning Methods |
|
2 |
Management and Improvement of General Practice Quality |
|
3 |
Leadership and Marketing for Directors of Community Health Service Centers |
|
|
Scientific Research and Innovation |
|
1 |
Scientific Research in General Practice |
|
2 |
Process Design and Organization of General Practitioner Academic Salons |
|
3 |
Advanced PPT Practical Operation |
|
4 |
Progress and Research Hotspots in Community General Practice Research |
|
|
Cost Management |
|
1 |
Dual Family Doctor Contract to Promote Comprehensive Community Reform |
|
2 |
Calculation of Disease Burden and Cost-Benefit Analysis |
|
(VI) |
Teaching Ability (Workshop) |
|
|
Teaching Methods |
|
1 |
Problem-Based Learning (PBL) |
|
2 |
Differences Between Specialist Clinical Teaching and General Practice Teaching Methods |
|
3 |
Teaching Methods and Case Teaching in General Practice Training Bases |
|
4 |
How to Teach General Practice Residents in Communities |
|
5 |
SMART Goals - Formulating Teaching Plans, Teaching Schemes, Feedback and Evaluation |
|
6 |
Simulated Outpatient Drills - General Practice Clinical Outpatient Skills |
|
7 |
Teaching Tips (Outpatient and Bedside) |
|
8 |
Teaching Rounds (Including Teaching Plan Writing) |
|
9 |
Case-Based Learning (CBL) |
|
10 |
Balint Group Teaching |
|
11 |
Action Learning Teaching Method |
|
12 |
Feynman Technique (Flipped Classroom) |
|
|
Teaching Evaluation |
|
1 |
General Practice Training Learning Methods and How to Assess Learning Needs |
|
2 |
Application of Standardized Patients in General Practice Teaching and Evaluation |
|
|
Teaching Management |
|
1 |
Relevant Policies and Systems for Standardized Training of General Practice Residents |
|
2 |
Thoughts on the Construction of Community Training Center Platforms |
|
3 |
Responsibilities and Main Tasks of General Practice Teachers |
|
4 |
Application of Information Technology in Medical Teaching Management |
|
|
General Practice Teacher Training Content |
|
Serial Number |
Course Name |
|
1 |
Medical Education and General Practitioner Talent Training |
|
2 |
Standardized Construction of General Practice Departments to Improve the Quality of General Practitioner Training |
|
3 |
Teaching Management of General Practice Primary Practice Bases |
|
4 |
Introduction to General Practice and Medical Humanities |
|
5 |
General Practice Clinical Thinking |
|
6 |
Common Teaching Methods and Teaching Skills |
|
7 |
How to Conduct General Practice Case Discussions |
|
8 |
Design and Skills of Clinical Mini-Lectures |
|
9 |
Breaking Bad News Workshop |
|
10 |
Process Assessment and Evaluation System |
|
11 |
General Practice Skill Operation Teaching |
|
12 |
How to Do a Good Job in Health Education |
|
13 |
Teaching File Management of General Practice Training Bases |
|
14 |
SOAP Medical Record Writing Standards |
|
15 |
Construction of General Practice Teacher Teams |
|
16 |
Doctor-Patient Communication Skills and Doctor-Patient Shared Decision-Making |
|
17 |
How Specialist Teachers Teach General Practice Students |
|
18 |
Standards for Primary Public Health Services |
|
|
Suggestion for General Practice Training of International Trainees from "Belt and Road" Countries: An additional week of elective workshops will be set up in the last week of the training. According to students' needs, they can participate in practical operations such as surgical incision and suture, debridement, and laparoscopy to strengthen hands-on skills. |
If you are interested in the aforementioned plan, please feel free to contact Ms. Liu at 136-7199-7174.