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Preventive medicine is an essential part of the modern medical systems and plays a key role in improving public health. In order to carry out preventive medical work in the future, preventive medical undergraduate students not only need to master preventive medical knowledge solidly but also know clinical medical fundamental knowledge well. Clinical practice is the main method for medical students to strengthen clinical theoretical knowledge and transform it into practice, which plays an important role in the cultivation of preventive medical undergraduate students. According to the explorations and reforms for several years, we have accumulated much experience in the cultivation of preventive medical undergraduate students. However, there still are some problems at the present stage. The objective of this review is to improve the educational quality by analyzing some problems in the clinical practice of preventive medical undergraduate students as well as making some beneficial suggestions. [ABSTRACT FROM AUTHOR]

With the transformation of the medical model, the preventive medicine has been an essential part of the modern medical systems and plays a key role in improving public health. Clinical course teaching can help preventive medical undergraduate students get familiar with the basic theoretical knowledge, common and frequently-occurring diseases of clinical medicine and understand the general rules of disease development, which contributes to establish the research direction of preventive medicine and launch preventive medical work. Therefore, in order to better launch preventive medical work, preventive medical undergraduate students need not only solid preventive medical knowledge but also abundant clinical medical knowledge. Our school is a military medical university. According to the exploration and reform for several years, we have accumulated rich experience in the clinical course teaching of preventive medical undergraduate students, and the teaching quality has been enhanced significantly. However, there still are some problems in the clinical course teaching of preventive medical undergraduate students at the present stage, including students themselves pay less attention; the course schedule is too tight and the progress between teaching and probation is inconsistent according to the teaching plan made by teaching administrators; the teaching pattern is dated and monotonous and the awareness of serving for the army is weaken when teachers teach. Not only do these problems lead to the decrease of the learning effect, but also restrict the further enhancement of the clinical course teaching quality. The objective of this review is to improve the current situations in the clinical course teaching and enhance the teaching quality by analyzing current situations in the clinical course teaching of preventive medical undergraduate students as well as making some suggestions. [ABSTRACT FROM AUTHOR]

Copyright of Progress in Modern Biomedicine is the property of Publishing House of Progress in Modern Biomedicine and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Progress in Modern Biomedicine is the property of Publishing House of Progress in Modern Biomedicine and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)