Background: The training in the department of infectious diseases is a compulsory part of the standardized training for internal medicine residents, and the specialized hospitals for infectious diseases provide specialized training for residents in hospitals without the training standards for the department of infectious diseases in the region. However, due to holidays, coordination of training dates among hospitals, and vacation of other reasons, the actual training time of the department of infectious diseases may be insufficient. Objective: Flipped teaching with "video conference" as the carrier was explored during vacation, to make up for the lack of actual training time of the department of infectious diseases for internal medicine residents caused by vacation, and to ensure the training quality of the department of infectious diseases. Methods: Vertical management mode was adopted, management team and lecturer team were established, training program and teaching implementation were formulated. Flipped teaching was carried out on the carrier of "video conference" for internal medicine residents of dispatched hospitals who participated in the training of infectious diseases department in April. Qualitative and quantitative analysis was made on the design and implementation of flipped teaching. Results: The flipped teaching was organized and vertically managed by the contact person of the project of "Rotation Training for Infectious Diseases Department of Internal Medicine Residents". 19-member internal medicine residents participated in this teaching, and a 6-member management team was formed, and a 12-member lecturer team was composed of 12 internal medicine residents who had been trained in the department of infectious diseases from March to April. 12 training contents were selected to carry out teaching according to the requirements of training diseases in the department of infectious diseases, and the implementation rate of teaching plan was over 90%. A total of 197 feedback questionnaires were collected. The feedback that the teaching quality was "good" and "very good" accounted for more than 96%, and the attendance rate of the whole teaching process reached more than 94%. About this teaching, 6 internal medicine residents put forward 18 suggestions for improvement, accounting for 9.1%; and 11 internal medicine residents gave 110 commendation suggestions, accounting for 55.8%. Conclusion: Flipped teach based on video conference was generally effective in carrying out for internal medicine residents participating in the training of department of infectious diseases, and it could be used as a supplementary training method for standardized training of internal medicine residents to make up for the shortage of actual training period in a certain stage. [Key words]: Flipped teaching; Resident physician in internal medicine; Standardized training; Medical teaching

Objective: I aimed to verify the training effect of Flipped Teaching with Video Conference as carrier in the training of infectious diseases, and promote the application of this teaching mode in the standardized training for resident physicians. Methods: The vertical management mode was adopted to carry out Flipped Teaching in the training, and the training of infectious diseases was carried out according to the requirements of the standardized training program for internal medicine resident. The residents trained in April were included in the trial group, and those trained in June were included in the validation group. The training of both groups was compared and analyzed. Results: A total of 43 resident physicians participated in the training of infectious diseases by the Flipped Teaching based on Video Conference, all from tertiary hospitals. There were 19 participants in the trial group and 24 participants in the validation group, who carried out Flip Teaching with Video Conference as carrier for 31 times and 24 times respectively. The implementation rate of teaching plan was above 91% in both groups, and the attendance rate was above 98%; There was no significant difference on the attendance rate between the both groups, P>0.05. 952 effective feedback questionnaires were collected, including 395 in the trial group and 557 in the validation group. In terms of teaching quality, the indicators of "Rigorous teaching attitude" and "Punctual class" in the validation group were lower than those in the trial group, P < 0.05; And the other indicatiors were no significant difference, P>0.05; All feedback of the teaching quality indexes "good and very good" accounted for more than 96%. In the overall evaluation, there was no significant difference between the both groups on the index of "Suggestions for improvement", P>0.05; And the "Praise highlight" of the validation group was higher than that of the trial group, P<0.05. Conclusion: The Flipped Teaching based on Video Conference is generally effective for internal medicine residents to carry out training of infectious diseases, with good feedback and strong feasibility. This teaching model can be further promoted and applied in the standardized training for resident physicians.

Background: Public health is an important part of the national public safety system, and the establishment of a high-quality public health team with clinical knowledge and skills is increasingly valued, especially during pandemics of infectious diseases. Purpose: Rapid clinical promotion model of standardized training for public health physicians would be created for reference by other institutions or organizations. Data and Methods: The data related to the standardized training of public health physicians of Grade 2019 in Shanghai were collected and sorted out, which were summarized and analyzed by interview method, field investigation method, inductive reasoning, analogy reasoning and extreme reasoning method. Results: The rapid clinical promotion mode mainly included the following: the establishment of the management core, the definition of training objectives and implementation plans, the preparatory work in the early stage, the implementation of training missions for public health physicians, the building mechanism of tracking and feedback for clinical training, continuous follow-up and optimization of the clinical standardized training system, and the solution of key issues in clinical standardized training for public health physicians. Conclusion:The core of the model is the vertical management of a inter-disciplinary talent to plan and implement the affairs of standardized training for public health physicians comprehensively, as well as the timely intervention of key matters.

Objective This study is to evaluate the effect of proton-pump inhibitors on the course of COVID-19. Methods Clinical data of moderate COVID-19 patients admitted to the Shanghai Public Health Clinical Center for treatment from January 20, 2020, to March 16, 2020, were collected. A retrospective study was conducted and the patients were divided into two groups according to whether they used proton-pump inhibitors or not. The differences in SARS-CoV-2 clearance and hospital stay between the two groups were compared by Cox proportional hazards (PH) regression models and the propensity score matching method. Results A total of 154 patients with moderate COVID-19 were included in this study, including 80 males (51.9%), 35 patients (22.7%) in the proton-pump inhibitor group, and 119 patients (77.3%) in the control group. In the proton-pump inhibitor group and the control group, the duration of the SARS-CoV-2 clearance was 7 days (95% CI, 6–9) and 7 days (95% CI, 6–11), and the duration of the hospital stay was 21 days (95% CI, 16–25) and 20 days (95% CI, 15–26), respectively. There was no significant difference between the both groups in the cumulative incidence of the SARS-CoV-2 clearance and the discharge, and the same results were obtained after the propensity score matching, all P > 0.05. There was no significant association between the use of proton-pump inhibitors and the duration of SARS-CoV-2 clearance, according to univariate analysis (HR, 1.309; 95% CI, 0.893–1.918) and multivariate analysis (HR, 1.575; 95% CI, 0.993–2.499). There was no significant association between the use of proton-pump inhibitors and the duration of hospital stay for COVID-19, according to univariate analysis (HR, 1.044; 95% CI, 0.714–1.528) and multivariate analysis (HR, 1.064; 95% CI, 0.651–1.740). Conclusion The use of proton-pump inhibitors has no effect on prolonging or shortening the course of adults hospitalized with COVID-19.

Objective: I aimed to clarify whether the demographic characteristics of internal medicine residents are related to the training effect of Flipped Teaching based on Video Conference, so as to further improve the teaching management and quality control. Methods: A total of 43 residents who participated in the Flipped Teaching based on Video Conference in April and June were included as the research objects. Online examination was conducted for these residents, and the demographic characteristics of these residents and their examination score were quantitatively analyzed, so as to clarify the correlation between the demographic characteristics of these residents and their examination score. Results: The average score of 43 residents in the online examination was 72.0(64.0-79.0). 40 residents passed the exam, accounting for 93.0%. The bivariate correlations analysis showed that the age, gender, educational background, training batch and training phase of residents were not correlated with the examination score; all P > 0.05. The age, gender, educational background, training batch and training phase of these residents were not correlated with the examination score by single linear regression and multiple linear regression analysis; all P > 0.05. Conclusion: Age, gender, educational background, training batches and training phases of internal medicine residents are not related to the examination score after Flipped Teaching based on Video Conference. Demographic characteristics may not be related to the training effect of residents through preliminary study.