{'fraction_non_alphanumeric': 0.015144561725562184, 'fraction_numerical': 0.0, 'mean_word_length': 5.210826210826211, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Understanding depression among medical students through the eyes of professional identity formation

involved in different aspects of patient care. Junior students had the responsibility to convert the present problem of the patient to illness scripts, and the senior students had the responsibility for telling patients’ the differential diagnosis and treatment plan. For individualization of learning, the students were able to choose a specific kind of lecture or use e-learning resources. If students answer a question in the wrong way, further clarification and supplementary material that discourses the feature of the subject were provided immediately. The students were encouraged to reflect on their learning too. For improving the relevance, the Back to the Basic program was performed by the attending physician. In teaching sessions about each patient, the attending physician started with embryology, anatomy, and physiology and continued to the pathology of diseases. In a conference room, a clinical case presentation was done each day for one hour. These case presentations provided an outline for students, from the early years of their medical education and helped them to have a concept of improving their learning experience by integrating the basic and clinical sciences. We hope to improve relevance by more advanced planning in future years. We are thinking about a new idea: to use a higher level of integration between basic and clinical sciences with the cooperation of basic science faculties in bedside teaching. This cooperation will maintain a more in-depth understanding of clinical and basic sciences, and our students will be able to apply their knowledge for better management of their patients. For obtaining the views of students about the FAIR model, we performed a semi-structured interview with students. The students reported that this model was useful for their indepth understanding of concepts. They also ascertained that focusing on timely feedback in this model encouraged them to provide feedback to themselves. Some of them reported that education in this one-month rotation helped them to be more motivated for continuing medicine.