Chapter 370 - 241: A Fierce Dragon Crossing the River
Chapter 370: Chapter 241: A Fierce Dragon Crossing the River
Fan City University Medical College.
The conference room of the Medical Experiment Center.
Although Professor Long had already taken early retirement, as the former director, she was still very concerned and invested in the development of the Medical Experiment Center.
Previously, due to her illness, she hadn’t had the heart to think about the center’s affairs.
But now, after Wu Ting’s assurances and the start of regular treatment, her mind was at ease. Her symptoms were steadily alleviating under care, so she had the energy to once again involve herself in the affairs of the Medical Experiment Center.
Since Professor Long retired, the director position had remained vacant.
The current front-runner was Professor Long’s former trusted assistant, Deputy Director Guan Bao.
After Guan Bao, there was Duan Xingping, a powerful newcomer who had transferred in.
Director Duan had the backing of his cousin, a Vice Dean, and with his years of experience as the Director of Emergency Medicine, he was also a strong contender.
Professor Long’s return to campus to preside over this meeting was also at the behest of the college leadership.
This meeting was a small gathering of the Medical Experiment Center’s leadership. Two vice deans from the Medical College were also in attendance.
Director Duan’s cousin, Dean Duan, and the other vice dean, Dean Xia, were both present for the discussion, and they took the meeting very seriously.
Because of her sudden illness, Professor Long had been sent directly to the hospital, leaving much of her work unplanned and not properly handed over.
Therefore, this meeting was one of the last one or two matters of business for her before she completely left the experiment center and bid farewell to her teaching career.
For Professor Long, this meeting was not only about handovers and final instructions but also an evaluation of Guan Bao and Duan Xingping.
In her heart, Professor Long favored Guan Bao. However, she was, above all, a good leader who handled matters impartially and was dedicated to the cause of education and the future of Fan City Medical College.
The main agenda for today’s meeting was to discuss the planning and implementation of work after Professor Long’s departure.
A new leader had to make their mark.
Professor Long wanted to see both candidates’ work plans and personal visions for the Medical Experiment Center.
The two deans were also observing and judging which of the two deputy directors should take over—or whether neither was suitable, in which case they would recruit high-level talent from outside.
Professor Long first turned to Guan Bao.
Guan Bao had assisted Professor Long for many years and had a profound understanding of the Medical Experiment Center.
His thoughts and ideas were systematic and comprehensive, and could be summed up in a single sentence:
Vigorous development is necessary, but it requires funding!
Guan Bao’s speech asking for money was both impassioned and technically detailed:
"I believe our Medical Experiment Center still has some problems and shortcomings, and my plan is to address these issues..."
"First, I believe we have an insufficient number of training labs."
"With the development of our Medical College and the daily advancements in medical concepts and standards, clinical products and medical equipment are constantly being updated. For our Medical College, the current training rooms cannot guarantee that our equipment or products are in line with those used in hospitals. Consequently, the operational skills learned at school may not be applicable in the rapidly evolving medical industry. Students’ skills may not be useful when they enter a real clinical setting, creating a disconnect between what is taught and what is practiced..."
"Therefore, I believe the Medical Experiment Center must undertake further fundraising and apply for government subsidies. By investing these funds, we can ensure the timely renovation, construction, and upgrading of our training facilities..."
"Second, I believe our faculty’s ability to update and master the training equipment is lacking."
"This is intertwined with the previous point. Because our equipment is outdated, our instructors lag behind in their understanding and operation of the latest clinical devices. I believe that in addition to our own faculty, we need to cooperate with frontline clinicians."
"First, we should invite frontline clinical directors and deputy chief physicians from relevant specialties to our training rooms to provide skills training and explanations for our own faculty. Second, we should directly invite senior experts from within the province to teach part-time at our Medical Experiment Center, passing on their frontline clinical experience and knowledge to our students."
"Third, I believe our instructors do not have sufficient time for clinical practice."
"Our school’s training courses, by and large, still lean heavily on theoretical lectures. This teaching style, which lacks innovative feedback and communication, stifles students’ innovative thinking, creativity, and initiative. Their ability to improvise and their hands-on skills are not truly being developed."
"Meanwhile, our training instructors are constrained by factors like academic research and course scheduling, leaving them with few opportunities for clinical practice. Their time in clinics is very short, which can lead to discrepancies between what is presented in the classroom and actual clinical procedures, ultimately limiting the quality of our teaching."
"Therefore, I believe it’s necessary to increase the opportunities and time for our own faculty’s clinical practice. At the same time, by collaborating with frontline experts, we can divide the teaching time for specific modules. This would reduce the course load for our faculty, with frontline experts filling in the gaps."
"In the long run, this would be a positive and beneficial measure for both our faculty and our students."
"Fourth, I believe our students’ current internship periods are insufficient and lack professional focus. This prevents our students from being exposed to a real clinical environment, which hinders their ability to practice professional skills and apply theory to practice."