1. Check hospitalization medical records (100 points)

1. Chief complaint (5 points)

2. History of current illness (20 points)

4. Physical examination (4 points)

5. Surgical condition (10 points)

6. Auxiliary examination (5 points)

7. Diagnosis (10 points)

8. First history of the disease (20 points)

9. Treatment plan (5 points)< /p>

10. Record of disease course (5 points)

11. Preoperative discussion and postoperative notes (6 points)

12. Specification text (6 points) 2 , Outpatient treatment (100 points)

1. Medical history (20 points)

2. Physical examination (15 points)

3. Diagnosis (20 points) )

4. Treatment (16 points)

5. Prescription writing (8 points)

6. Explain the condition (4 points)

8. Answer questions (ask 5 questions) (15 points) 3. Ward round report medical records (100 points)

1. General items (2 points)

2. Chief complaint: main symptoms and time of onset (8 points)

3. History of current illness (20 points)

4. Other medical history (5 points)

5. Physical examination (12 points)

6. Auxiliary examination (10 points)

7. Diagnosis (5 points)

8. Diagnostic analysis (15 points)

9. Treatment (8 points)

10. Questions (ask 5 questions) (15 points) IV , Surgical aseptic technique operation (100 points)

1. Washing hands (30 points)

2. Dressing (12 points)

3. Wear gloves (12 points)

4. Disinfection and draping (30 points)

5. Questions (ask 4 questions) (16 points) 5. Basic surgical operations (100 points)

1. Incision (24 points)

2. Stop bleeding (clamp to stop bleeding) (15 points)

3. Knotting (tie a square knot with one hand) ) (12 points)

4. Trimming (9 points)

5. Suturing (25 points)

6. Questions (ask 5 questions) (15 points) VI. Each school will refer to this when making self-evaluations. The assessment and scoring standards for obstetrics and gynecology and pediatrics can be determined by each school of internal medicine and surgery. Article 8 The management and logistics departments are important institutions to ensure clinical teaching. They must establish the concepts of management and education, service and education, actively serve teaching, find ways to improve clinical teaching conditions, create a good learning and living environment for students, and adapt to teaching needs. Article 9: In order to ensure the quality of teaching, teachers with strong teaching awareness, good teaching effects and high academic standards should be sent to the front line of teaching. The teaching hours for associate professors (including corresponding professional titles) and above should not be less than 60% of the total theoretical class hours of the course. The nurturing lectures for new teachers are generally controlled within 15% of the theoretical class hours. The attending physician or senior resident physician will lead the inter-class internship, and the resident physician with better qualifications will lead the graduation internship. The list of teachers who will serve as lecturers and interns each semester must be submitted to the hospital and the Academic Affairs Office for approval. Article 10 In order to ensure the needs of clinical teaching, each ward should be equipped with 3-5 teaching beds. Wards with strong specialties and single diseases should have 15%-20% of the beds to admit patients according to teaching needs. , to adjust the teaching diseases. According to the teaching needs, the affiliated hospital can allocate a certain proportion of the teaching funds allocated by the school as reduced or subsidized patient fees for teaching according to the actual situation. The director of the teaching and research office or the teaching secretary has the right to make arrangements for the admission and admission of patients who need teaching without affecting the patient's treatment. Article 11: It is necessary to strengthen the cultivation of students' practical ability and the training of basic skills. The number of hospital beds in charge of each intern doctor should reach 6-8. Intern doctors should implement at least 12 hours of responsibility, strictly follow the "Internship Standards" and "Clinical Teaching Quality Inspection Standards" formulated by each school, and strengthen the training of students' basic clinical skills such as medical history collection, physical examination, medical record writing, and basic operations. Training requires students to independently read X-rays and write electrocardiogram reports for the diseases specified in the internship syllabus. Article 12: Schools should actively establish off-campus clinical teaching bases and arrange clinical teaching and graduation internships. It is necessary to strictly follow the requirements of the Ministry of Health on the accreditation evaluation indicators of teaching hospitals and select some hospitals with higher medical quality, better equipment, stronger leadership, relatively complete clinical departments, and a certain reputation in the local area as teaching hospitals. Article 13 After a teaching hospital is established, a teaching hospital plaque can be hung, and some personnel in each major department can be hired as part-time teachers at the school. Both the school and the school must clarify their respective obligations and rights and sign a contract based on the principle of mutual benefit and reciprocity. Establish long-term and stable collaborative relationships. Schools must work with health administrative departments and hospitals to conduct accreditation assessments of teaching hospitals every 3-5 years to ensure the teaching quality of teaching hospitals and jointly cultivate talents.

Article 14 Social practice is an important way for students to integrate theory with practice, ideological education and professional education, and is an important link for schools to connect with society. In the clinical teaching stage, it mainly combines medical preventive care and local work tasks, carries out social practice with service as the main content, and arranges a certain period of time to practice in urban and rural grassroots medical and health institutions. Schools should incorporate students' participation in social practice into teaching plans, and establish an assessment system for students' participation in social practice, with assessment materials included in student files.