Journal of medical education
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The People's Republic of China is in the process of developing a comprehensive system of health care for one-quarter of the world's population. A continually evolving system of medical education that presently operates on three levels for the education and training of (a) "barefoot" or worker doctors, (b) "assistant" doctors, midwives, and nurses, and (c) both traditional and Western-style physicians has been a key factor in the process. Three aspects of Chinese medical education are noteworthy for the contrast they provide to medical education in the United States. ⋯ Second, Chinese medical colleges are independent of their universities, and all education for the health professions is integrated under a single college. A common curriculum and faculty are used for a considerable portion of each educational program. Finally, the entire medical curriculum is five to six years in duration, and postgraduate education is not required for the practice of medicine in China; nor is it available to the majority of graduates.
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Performance in and knowledge of cardiopulmonary resuscitation (CPR) were assessed in a group of preclinical medical students who had received CPR certification either two or three weeks (group 0), one year (group 1), or two years (group 2) prior to the study. Assessment, ventilation, compression, and complications caused by incorrect technique were evaluated. A written examination was also given. ⋯ The most frequent errors related to chest compression rate and an inability to adhere to the recommended single-rescuer compression-to-ventilation ratio. Written test scores were also higher in group 0 than either group 1 or 2 (p less than .001). Written examination scores were not reliable predictors of CPR skill in individual cases.