The efficacy of the new medical internship management network system

Abstract

With the increasing number of medical students and scattered host hospitals, the traditional clinical internship management system has been falling behind. Thus, we have independently developed a new clinical practice management system based on the browser/server structure. We aim to evaluate the efficacy of the new medical management system on the quality of the internship and survey the users’ satisfaction. This study was conducted on the students of Second Clinical Medical College of Southern Medical University, including 672 interns (non-user group) who had not used the system and 315 users (user group). We analyzed the scores of their theoretical knowledge and clinical skills before and after the internship, which served as the quantitative standards for evaluating the efficacy of the system. User satisfaction surveys were also conducted, including by interns, clinical teachers, and teaching administrators. An analysis of scores showed that the user group had more significant improvement in both clinical knowledge and skills than the non-user group after the internship. Significant improvement was found in the user group, while there was a slight difference in the non-user group. A total of 310 students responded to the satisfaction questionnaires effectively, most of whom agreed with the system's benefits of learning theoretical knowledge (98.1%, n = 304) and clinical skills (93.9%, n = 291). Additionally, 115 clinical teachers and 27 teaching administrators were selected using a random sampling method for the survey. The results showed that 96.3% of the teachers considered the system to be helpful for improving teaching quality, and 92.6% administrators thought it was useful for implementing management. Over 90% of the participants in the 3 user groups reported a strong satisfaction of the system. With high level of user satisfaction, this system helps to strengthen the management for interns and improves the medical knowledge and skills of interns. Hence, it could be widely used in medical colleges and even in other fields.

Exploring the Impact of Pre-course High-Fidelity Simulation on Professional Socialization of Medical Students in Emergency Medicine Internship Rotation—A Qualitative Approach

“…The internship includes block-rotation which required 48 credits comprising 40 compulsory credits and eight optional credits (see Table 1). The compulsory disciplines include internal medicine (12), surgery (12), pediatrics (6), gynecology/obstetrics (6), emergency medicine (2), and neurology (2). The goal of the internship rotation is to expose medical students to the clinical environment and to give them more opportunities for hands -on interaction with patients.…”

“…Medical Internships constitutes of all the learning activities provided to medical students in their final years as they transition from medical school into the workplace (1)(2)(3). While internship rotation curriculum remains a timely and cost-effective way to present a general overview of each specialty and introduce students to the different medical specialties (4), its effectiveness in providing interns with adequate meaningful learning opportunities to meet their learning requirements has been subjected to scrutiny (2,5). The major concern for scholars has been how to enhance students' learning experiences during block clinical rotation (2,(5)(6)(7)(8)(9).…”

“…While internship rotation curriculum remains a timely and cost-effective way to present a general overview of each specialty and introduce students to the different medical specialties (4), its effectiveness in providing interns with adequate meaningful learning opportunities to meet their learning requirements has been subjected to scrutiny (2,5). The major concern for scholars has been how to enhance students' learning experiences during block clinical rotation (2,(5)(6)(7)(8)(9). A growing body of research indicates that poor understanding of the work environment, culture and practices of each specialty within the short-period of block internship rotation limits students' opportunities for meaningful interaction with members of the community of practice (6,10,11).…”

“…Literature indicates that medical students do not have adequate patient encounters in their EM rotation or interactions with supervisors ( 9 , 33 , 34 ). This indicates other forms of non-clinical teaching is needed to supplement EM internship rotation ( 2 , 33 ), especially simulation related learning ( 4 ). Our basic assumption was that in addition to affording students with opportunities for hands on-practice, simulation would provide an interactive educational activity for students to familiarize themselves with the clinical environment, model of care and also the team dynamics found in the EM community of practice.…”

Application of hybrid BOPPPS teaching model in clinical internship in gynecology

“…Clinical internship is an important stage for medical undergraduates, which enables them to integrate theoretical knowledge with clinical skills and initially form their own clinical thinking patterns [1]. In traditional gynecological teaching model, clinical teachers focus on patients, the interns mainly are observers.…”