Objective

2

To investigate the comprehensive ability and influencing factors of clinical medicine graduates from a medical college in Xi'an

and provide a scientific basis for improving the training model and comprehensive ability of clinical medicine students.

Methods

2

Based on the Chinese Undergraduate Medical Education Standard-Clinical Medicine Specialty (2016 Edition)

we conducted a self-designed questionnaire

the Clinical Medicine Graduate Comprehensive Ability Evaluation Questionnaire

containing 62 items in 4 dimensions

selected the clinical medicine graduates as the research objects by random sampling method

used SPSS 22.0 to make data analysis

and performed multiple linear regression to analyze its influencing factors.

Results

2

Clinical medicine graduates had the highest score in the field of clinical competence (3.05±0.84)

followed by the field of professionalism (2.48±0.81)

and the lowest score was in the field of science and academics (1.89±0.68). The top three scores of each factor were clinical practice ability (3.39±0.76)

theoretical knowledge mastery (3.55±0.48) and medical knowledge mastery (2.98±0.81). The three factors with the lowest scores were literature search ability (1.31±0.64)

global health issues (1.49±0.82) and self-improvement willingness and ability (1.81±0.73). Using the multiple stepwise regression method to analyze the influencing factors of comprehensive ability

the optimal equation was obtained:

Y

=8.412+0.063

X

6

+0.190

X

8

+0.266

X

10

+0.031

X

11

+0.187

X

12

(

X

6

working level;

X

8

academic performance ranking;

X

10

practical teaching satisfaction;

X

11

mode of teaching satisfaction;

X

12

Re-education satisfaction after graduation). Among them

the higher the practical teaching satisfaction

the satisfaction of re-education and the satisfaction of teaching mode after graduation

the higher the student's performance ranking

and the higher the comprehensive ability score of clinical graduates. Graduates whose employment level was in a general hospitals had higher comprehensive ability scores than those of grassroots hospitals such as community/township hospitals.

Conclusions

2

In the process of training clinical medicine students

we should improve the quality of practical teaching and the teaching model

increase the training of science and academic fields

increase the investment in re-education of primary medical institutions

and raise the satisfaction of graduates in education

so as to improve the clinical medicine profession comprehensive ability of graduates.