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BackgroundThis study aims to utilize the extended Theory of Planned Behavior (TPB) model to examine the intentions of clinical interns in China towards Human papillomaviruses (HPV) vaccination. It also fills a significant gap in the literature concerning vaccine acceptance in this specific population.MethodsThis cross-sectional study was carried out with clinical interns in Shandong Province, China, with a total of 1,619 participants. Data were collected through self-reported questionnaires, including demographic characteristics, TPB variables, and HPV-related health knowledge. Hierarchical regression analysis was employed to identify key factors influencing vaccination intentions, and Structural Equation Modeling (SEM) was used to analyze the interrelationships between these factors.ResultsThis study initially identified key predictors affecting clinical interns’ intentions to receive the HPV vaccine through hierarchical regression analysis. The preliminary model, which accounted for demographic factors, revealed foundational impacts of household income and HPV-related clinical experience on intentions. After integrating TPB variables—attitude, subjective norm, perceived behavioral control, and HPV-related health knowledge—the model’s explanatory power was enhanced to 37.30%. SEM analysis focused on the interplay among TPB constructs and extended variables, confirming their significance in forming vaccination intentions, with subjective norm having the most substantial impact (β = 0.375, p

The flipped classroom (FC) is a hybrid approach, combining online learning and face-to-face classroom activities. To comprehensively evaluate the role of the Flipped Classroom (FC) model in clinical skills teaching of medical interns and investigate the acceptance and recognition of FC and Objective Structured Clinical Examinations (OSCE). In the teaching of clinical skills, the students were further grouped into two groups- A and B (A = 37, B = 42), using a computer-based random digital method. group A adopted the traditional classroom (TC) model, and group B adopted the FC model. OSCE was used to assess the clinical skills of the two groups of interns. Two independent sample t-test was used to analyze the difference of participant's demographic data and OSCE scores between the two different teaching model. We sent FC questionnaires to group A and OSCE questionnaires to groups A and B. The score of OSCE in group B was higher than that in group A (P = 0.024), especially in the heart physical examination (P < 0.050), lung physical examination (P < 0.050), and abdominal physical examination (P < 0.050). The result of the FC questionnaires showed that regarding online courses, most students in group B thought watching videos was a good way to prepare for class (97.6%), For offline courses, most medical interns said that it enhanced their learning ability (88.1%), and they could accept this form of teaching (85.7%). As for the form of OSCE questionnaires, most people in group A and B said that they knew more about this form of assessment (81.0%), that it truly reflected the clinical ability (82.3%). FC model has shown good results in clinical skills training, while FC and OSCE can be further promoted in future teaching and assessment. [ABSTRACT FROM AUTHOR]

Aims The flipped classroom (FC) is a hybrid approach, combining online learning and face-to-face classroom activities. To comprehensively evaluate the role of the Flipped Classroom (FC) model in clinical skills teaching of medical interns and investigate the acceptance and recognition of FC and Objective Structured Clinical Examinations (OSCE). Methods In the teaching of clinical skills, the students were further grouped into two groups- A and B (A = 37, B = 42), using a computer-based random digital method. group A adopted the traditional classroom (TC) model, and group B adopted the FC model. OSCE was used to assess the clinical skills of the two groups of interns. Two independent sample t-test was used to analyze the difference of participant’s demographic data and OSCE scores between the two different teaching model. We sent FC questionnaires to group A and OSCE questionnaires to groups A and B. Results The score of OSCE in group B was higher than that in group A (P = 0.024), especially in the heart physical examination (P

A total of 1,220 clinical interns from eight teaching hospitals in China were tested using scales Maslach Burnout Inventory- Human Services Survey (MBI-HSS) and the Symptom Checklist- 90 (SCL-90). The MBI-HSS measures three subcomponents of burnout: emotional exhaustion, depersonalization, and personal accomplishment. The SCL-90 designed to assess psychopathology and psychological distress. It measures 9 primary symptom dimensions and intensities: somatisation, obsessive compulsive, interpersonal sensitivity, depression, anxiety, hostility, phobic anxiety, paranoid ideation, psychoticism. Eight percent participants were interviewed after the test. The results showed that (1) In contrast to the normal levels of medical practitioners, job burnout scores of personal accomplishment in MBI-HSS evaluation are significantly higher. The mean scores of SCL-90 were significantly higher than the national norm (p < 0.05) except in somatization and hostility items. (2) The emotional exhaustion and depersonalization items of MBI-HSS were significantly and positively correlated with the items of SCL-90 and total mean score of SCL-90, and were significantly and negatively correlated with personal accomplishment of medical interns (p < 0.01). The present study demonstrates that Job burnout is present among clinical interns in China, affecting their mental health. [ABSTRACT FROM AUTHOR]