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Volume 13 Issue 1
Jan.  2022
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CHEN Di, YU Weihong, ZHANG Xiao, ZHANG Yang, ZHANG Meifen. Application of Differentiated Training Program for Ophthalmic Postdoctoral Trainees in Peking Union Medical College Hospital[J]. Medical Journal of Peking Union Medical College Hospital, 2022, 13(1): 61-65. DOI: 10.12290/xhyxzz.2021-0537
Citation: CHEN Di, YU Weihong, ZHANG Xiao, ZHANG Yang, ZHANG Meifen. Application of Differentiated Training Program for Ophthalmic Postdoctoral Trainees in Peking Union Medical College Hospital[J]. Medical Journal of Peking Union Medical College Hospital, 2022, 13(1): 61-65. DOI: 10.12290/xhyxzz.2021-0537
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Application of Differentiated Training Program for Ophthalmic Postdoctoral Trainees in Peking Union Medical College Hospital

  • Department of Ophthalmology, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences & Peking Union Medical College, Beijing 100730, China

Funds: 

Characteristic Education Reform Project of Peking Union Medical College 10023201501003

Teaching Reform Project of Graduate Education of Peking Union Medical College 10023201900110

More Information
  • Corresponding author:

    ZHANG Meifen, E-mail: zhangmeifen@pumch.cn

  • Received Date: July 12, 2021
  • Accepted Date: December 07, 2021
  • Available Online: December 27, 2021
  • Issue Publish Date: January 29, 2022
    Graphical Abstract
    • Abstract
  •   Objective  To establish a differentiated training program for ophthalmic postdoctoral students and explore its teaching effects in the Department of Ophthalmology, Peking Union Medical College Hospital.
      Methods  All of the in-training clinical postdocs were evaluated. The differentiated training program and the stepwise surgical training system were established based upon different education backgrounds. The results of the theoretical examination of clinical postdocs and other students were analyzed by horizontal comparison, and the development of theory and skill levels was analyzed by longitudinal comparison. The progress of postdocs in the past three years was also evaluated through the competence model in six dimensions of professionalism, skills of communication and cooperation, patient care, knowledge and skills, teaching ability, and lifelong learning.
      Results  The median scores of theoretical examination of the first- and third-year postdocs were higher than those of other students, and the levels of theory and skill of the postdocs improved year by year. The postdocs effectively developed in all six dimensions of the competence model in the third year.
      Conclusion  The differentiated training program can effectively improve the integrated skills of postdocs and creates favorable conditions for the cultivation of high-level medical talents.
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    • References (8)
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