To explore the value of pre-admission re-education teaching mode in cultivating the diagnostic thinking ability of general surgey interns.

Clinical medical students who interning in Chenggong Hospital Affiliated to Xiamen University from July 2019 to June 2020 were randomly divided into pre-admission re-education teaching group (n=30) and traditional teaching group (n=30), respectively. Before entering the department, the members of the pre-admission re-education teaching group conducted clinical learning and discussion on common diseases through online meetings. The teaching effect, students′ satisfaction and teachers′ satisfaction were compared.

The professional theory [(91.80±2.93)points], learning interest [(8.53±0.73)points], clinical thinking[(7.47±0.82)points], overall teaching satisfaction [(8.33±0.80)points], and teachers′ satisfaction [(8.67±0.61)points] scores of the pre-admission re-education teaching group students were significantly higher than those of the traditional teaching group [(89.20±2.23)points, (7.53±0.97)points, (6.87±0.73)points, (7.47±0.82)points, (7.87±0.82)points] (t=3.87, 4.50, 2.99, 4.14, 4.30, all P<0.01). However, there was no significant difference in clinical practice score between the two groups [(84.20±2.61)points, (83.93±2.77)points](t=0.38, P>0.05).

Before the interns enter the department, re-education can help to increase the students′ mastery of professional knowledge, improve the effectiveness of the students′ practice and the overall satisfaction of both teachers and students.