论文部分内容阅读
目的在全科教育迅速发展的大背景下,为全科医学的教学构建新的实践教学模式,以提高实践教学效率,从而培养更多适应岗位需求的医疗卫生人才。方法 1采用文献研究法,查阅近5年国内外有关全科医学教育的文献,了解国内外全科医学教育的发展现状,分析存在的问题。2应用访谈法对河南省内3所院校的相关专家进行访谈,了解培训师资力量情况、社区教学基地发展情况。3应用自制调查问卷,对两批转岗培训学员(各200例)进行调查,了解该人群的基本情况、对转岗培训的意见和建议,并应用测验法对该人群培训前后业务素质进行测验,比较培训前后的差异。结果 1需进行转岗培训的基层卫生技术人员队伍庞大,师资力量相对薄弱,且社区教学基地发展不均衡,培训任务繁重。2基层医生个体素质差异较大,分程培训效果不理想,理论和实践脱节。3采用常规教学的第一批学员培训前后除基本理论外,其他业务素质差异不明显(P>0.05),而采用“分散和集中相结合的模式”第二批学员培训后整体的业务素质都得到了提高,和培训前差异有统计学意义(P<0.05)。结论目前全科培训师资力量薄弱,实训基地发展不均衡,现有常规教学方法效果欠佳,而“分散和集中相结合”的教学模式能有效地提高教学效果,且易于掌握和推广。
Objective To establish a new practical teaching mode for general medical education under the background of the rapid development of general education in order to improve the efficiency of practical teaching so as to cultivate more qualified medical and health personnel to meet the needs of post. In the first method, literature review was used to review literatures about general medical education both at home and abroad in the past five years, to understand the current situation of general medical education at home and abroad, and to analyze the existing problems. 2 Interview method was used to interview relevant experts from 3 institutions in Henan Province to understand the situation of training teachers and the development of community teaching base. 3 Using self-made questionnaires, two groups of transfer students (200 cases each) were investigated to understand the basic situation of the population, opinions and suggestions on the transfer training, and to test the quality of the population before and after training by using the test method Differences before and after training. Results 1 There is a large contingent of grass-roots health technicians who need to undergo job training. The teachers’ strength is relatively weak, and the development of community teaching bases is not balanced and the training tasks are heavy. The quality of physicians in primary schools varies greatly, and the training effect of partial courses is not satisfactory, and the theory and practice are out of line. The first group of trainees who used routine teaching had no significant difference in other business qualifications except basic theory before and after training (P> 0.05), but adopted the mode of “decentralization and concentration” The quality has been improved, and the difference was statistically significant before training (P <0.05). Conclusions At present, the training power of general disciplines is weak, and the development of training bases is not balanced. The conventional teaching methods are ineffective, while the teaching mode of “decentralized and centralized combination” can effectively improve the teaching effect and is easy to grasp and popularize .