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This article introduces the development history of educational technology to better understand the role of current educational technology in medical education. These technologies include behaviorism and computer-assisted teaching as well as constructivism and virtual situational technique. The article also demonstrates the application status of key technologies in medical education such as online learning, artificial intelligence, learning behavior analysis, and virtual simulation. This shows how modern educational technologies promote the realization of new teaching concepts and the emergence of new learning paradigms. The article finally provides an outlook of medical education development with the emerging technologies and the directions of research in the application of educational technologies.

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In 2012, Chongqing Medical University was approved to be the first batch of pilot universities in China for excellent doctor education and training program, which started the exploration of "early clinical, multi-clinical and repeated clinical" for medical students, and put it into practice in clinical medicine of Batch 2015 ("5+3" integrated specialty). This paper applies the methods of literature research, questionnaire survey and empirical research to understand the needs and suggestions of students for clinical practice. It is suggested that the concept of "early clinical practice" should be integrated into the theoretical teaching, the teaching method of "case introduction" should be adopted in the course of integrated medicine education, the course of Clinical Skills should be reformed, the clinical practice activities such as "early admission to the ward" should be carried out, and the evaluation system of clinical practice should be rebuilt, hoping to provide references for the exploration of "early clinical, multi-clinical and repeated clinical" in medical education of other colleges and universities.

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Fostering morality and cultivating talents is the fundamental task of college education, and even more so in medical education. In recent years, medical ethics has become the focus of public attention. The occurrence of medical adverse events not only reduces the public's professional trust in medical staff, but also brings professional confusion to clinical medical students. Chongqing Medical University has begun to explore how to implement "course ideology and politics" and "professional ideology and politics" in the training of clinical medical professionals since 2018. This study investigated how to integrate "ideology and politics" into theoretical textbooks, syllabuses, and curriculum design, as well as how to improve professional values, ethics and attitudes in clinical teaching, skills training, pre-work training, ward round teaching and other practical teaching activities. Besides, we explored how to strengthen the "ideological and political" construction on student management, teaching team construction and teacher-student evaluation standards to form an ideological and political education system, hoping to provide a reference for other medical schools.

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"Early clinical practice, multiple clinical practice and repeated clinical practice" is the mainstream of the reform of higher medical education in the 21st century. Based on the shortages of the current medical education model, a university started to reform from both theoretical teaching and practical teaching, and constructed a teaching model of "early clinical practice, multiple clinical practice and repeated clinical practice" that fits China's reality. And the teaching effect was evaluated questionnaire survey and OSCE tests. The results showed that this teaching model could promote the all-round development of medical students' knowledge, ability and quality.

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OBJECTIVE: To assess the correlation between vertebral body deformity and degeneration of the adjacent intervertebral discs in patients with old thoracolumbar compression fractures. METHODS: Seventy-one patients who had been conservatively treated after single segment thoracolumbar compression fractures between April, 2011 and May, 2014 were enrolled in this study. Both radiographic and magnetic resonance (MR) images of the thoracolumbar segment were obtained. The involved vertebral body deformity was rated on radiography according to the Genant criterion, and the degeneration of the adjacent cephalic and caudal discs was assessed on MR images using the Oner and Pfirrmann classification schemes, respectively. The relationship between vertebral body deformity and adjacent disc changes was assessed using correlation analysis, and the changes in the adjacent cranial and caudal discs was compared. RESULTS: The Genant classification of the involved vertebral bodies was moderately correlated with Oner morphological scores (r=0.48, P<0.01), but not with the Pfirrmann signal scores of the adjacent cephalic discs or with the Genant or Pfirrmann scores of the adjacent caudal discs (P>0.05). The Oner classification of the adjacent cephalic discs was higher than that of the adjacent caudal discs (P<0.01), but their Pfirrmann classification did not differ significantly. CONCLUSION: The deformity of vertebral body affects the adjacent cephalic discs proportionally but not the adjacent caudal discs.

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Objective To find out the weak points of students through analyzing the scores of medical licensing examination, to explore the causes and to put forwards some advices. Methods Excel 2007 was used to statistically analyze the average scores, average passing rate and the mastering rate of 3 060 candidates who took the exam from 2006 to 2011. Literatures were reviewed to find out reforming measures taken by other schools. Results The average scores changed lightly. The master-ing rate changed differently. The average passing rate declined from 83.6% in 2006 to 71.65% in 2011. Conclusions Score of medical licensing examination is an important index of the teaching quality of medical universities, which should be emphasized on. Some practicable methods are put forward taken into all related factors:adjusting course setting, strengthening teaching of practical skills, reforming teaching methods and examination systems, placing more emphasis on examination work.