医院药房实习生带教工作探讨

联系药学专业实习生的带教实践,就如何做好实习生的带教工作,提高学生实习质量,培养实用型的药学人才,总结分析经验体会。     

医学实习生职业倦怠心理与心理健康的调查分析

目的 调查医学生在实习期间的职业倦怠现象并探究其心理状况.方法 采用职业倦怠调查问卷以及症状自评量表对2013年3-6月在院实习的180名医学实习生进行调查分析.结果 医学生在实习期间存在一定的职业倦怠现象,心理健康状况存在一定问题,但其与职业怠倦心理状态没有明显的相关性.结论 职业倦怠普遍存在于医学实习生中,虽其心理健康状态与职业倦怠没有明确的相关性,但应正视医学实习生的心理健康教育,帮助其树立正确的职业观.     

我院临床教学工作的实践与体会

本文介绍临床教学医院开展教学工作的一些体会。认为搞好临床教学,领导重视是前提。强化教学管理,健全教学规范制度,注重学生的德育教育及学风建设,明显提高了临床教学质量。     

三级综合性医院职能部门管理人员选拔培训机制初探

根据医院已有的实践与经验,提出了一套职能部门管理人员分阶段选拔培训机制,将医院管理人员的选拔培养分为实习生阶段、轮岗阶段与定岗阶段,多重考察,奖罚分明。     

医学实习生手卫生认知及依从性现状调查分析

目的 了解医学实习生手卫生认知及依从性现状,探讨可行的干预措施.方法 自行设计调查问卷,对江西省4所医院833名实习生进行调查.结果 实习生手卫生知识认知正确率为50.4％;洗手依从率为89.8％;执行某项诊疗行为后洗手依从率高于执行诊疗行为前;不同性别、专业对实习生洗手依从性的影响差异有统计学意义(P＜0.05);实习生不正确的干手方式占37.3％;96.0％的实习生愿意接受医院开展的手卫生知识培训.结论 实习生手卫生认知水平及依从性亟待提高,需要加强实习生医院感染防护意识教育,改善洗手、干手物品和设施.     

病例讨论式教学在脑血管病教学中应用方法与效果分析

目的分析病例讨论式教学在脑血管病教学中的应用方法与效果。方法选择30名到该院进行脑血管病学习的实习生作为该次研究主体,2017年9月—2018年6月间实习生15名设置对比组采取传统教学法带教,2018年9月—2019年6月间实习生15名设置研究组应用病例讨论式教学法带教,分析具体带教方法,评价实际带教效果。结果研究组理论知识(92.51±4.69)分、实践技能(92.23±4.55)分以及临床处理能力(92.41±4.35)分均高于对比组的(85.23±4.58)分、(85.11±3.42)分、(85.02±3.77)分,差异有统计学意义(P<0.05);带教前,两组知识掌握、沟通技巧、临床思维、知识转化等综合能力评分差异无统计学意义(P>0.05),带教后,研究组各项综合能力评分均高于对比组,差异有统计学意义(P<0.05)。结论针对脑血管病的实习带教,应用病例讨论式教学法,可显著提升可显著提升教学效果、实习生综合能力,病例讨论式教学法既为脑血管病教学提供了新的方向、思路,也为实习生未来职业生涯奠定了良好基础,因此,该带教模式可作为推荐在脑血管病教学中广泛应用。     

实习生医院感染知识认知现状及影响因素调查分析

目的 了解医院实习生医院感染知识认知现状,探讨可能的影响因素.方法 利用自行设计的调查问卷,对江西省4所医院833名实习生进行调查.结果 实习生医院感染知识认知正确率为43.6％;多元线性回归分析显示,不同专业、受教育程度、实习医院对实习生医院感染知识认知正确率的影响差异有统计学意义(P＜0.05);97.8％的实习生愿意接受实习医院开展的医院感染知识培训.结论 实习生对医院感染的认知不容乐观,有必要通过健康教育、重点人群培训、加强医院间交流等措施,提高实习生医院感染的认知水平.     

Community-based projects in rural internships: an alternative approach

Supervision of medical interns posted to various primary health centres and rural health training centres by specialists in preventive and social medicine and other clinical disciplines is becoming less and less effective for a number of unavoidable reasons. Because of lack of proper and timely guidance, interns feel that during the 6-month rural internship they do not get enough experience of rural life. In order to provide them with learning experiences in community medicine and orient them in the social dynamics of the community, a new approach involving interns in small community-based projects, probably for the first time, was tried on a pilot basis at the Rural Health Training Centre (RHTC), Sirur, a field practice area of B.J. Medical College, Pune, Maharashtra, India. Interns working at RHTC Sirur completed these community-based projects successfully. Identification of problems, study design analysis and drawing conclusions, based on observation, were all undertaken by the interns under the guidance of the staff of the Department of Preventive and Social Medicine, B.J. Medical College. The opinion poll at the end of the rural internship revealed that 76% of interns considered this experience valuable for improving their knowledge and skills, and 56% though that interaction during these projects was beneficial to the community as well. This experience with community-based projects for interns during their rural posting provides them with an opportunity for interaction with the community.     

Percutaneous injuries among medical interns and their knowledge & practice of post-exposure prophylaxis for HIV

This was a prospective, questionnaire-based study to determine the incidence of percutaneous injury among medical interns in a tertiary care hospital in Punjab. The incidence of percutaneous injury among interns was found to be 157.89 per 100 person-years. Of 38 interns, 31 (81.6%) experienced a lot of anxiety with regard to their occupational risk of contracting HIV, 23 (60.5%) felt that there was no easy availability of materials in the wards to take universal precautions and 17 (44.7%) felt they were not well informed about what to do in case of an occupational exposure to HIV. 7.9% interns always took universal precautions with every patient. Lack of time, lack of materials and emergency situations were the major reasons why universal precautions were not taken at times. 12 out of 38 (31.6%)interns correctly knew when PEP should ideally be initiated.     

Clinical skills in early postgraduate medical trainees: patterns of acquisition of confidence and experience among junior doctors in a university teaching hospital

BACKGROUND: Little is known about patterns of clinical skills acquisition among junior doctors undertaking clinical training in the early postgraduate period. A better understanding would assist in the design of effective educational interventions for this group. METHODS: We conducted a cross-sectional survey of the levels of confidence and experience with a broad raft of clinical skills among early PGY1 trainees (interns), PGY2s and PGY3s within a university teaching hospital network in Sydney at the beginning of the clinical year in 1999. The instrument was a new validated 69 item questionnaire. A total of 92 respondents took part, representing 100% of the PGY1 (n=36), PGY2 (n=31) and PGY3 (n=25) cohorts. RESULTS: Commencing interns reported high confidence levels with a small group of practical skills but less confidence with clinical management skills. Significant positive differences were found for confidence with all skill areas between early PGY1 and PGY3. We identified three patterns for skills acquisition. Pattern A was the most common, with a significant difference in levels of confidence and experience between PGY1 and PGY2 but not between PGY2 and PGY3 (e.g. suturing a simple laceration). In Pattern B, significant differences were found in levels of confidence and experience between PGY1 and PGY2 as well as between PGY2 and PGY3 (e.g. cardiopulmonary resuscitation). In Pattern C, significant differences were found in levels of experience between PGY2 and PGY3 but not between PGY1 and PGY2 (e.g. endotracheal intubation). There was a significant correlation between reported confidence and experience for all skill areas. CONCLUSIONS: Early postgraduate medical trainees in a Sydney teaching hospital acquire high levels of confidence and experience in most skill areas after two years of training. The first postgraduate year is particularly significant for the development of clinical skills.     

普外科临床教学体会

在当前特殊的医疗环境下,如何加强临床实习医生的普外科临床教育,将之培养为合格的医生,已成为临床带教老师的必要责任。文章结合自身多年的临床教学经验,论述加强医学生的医德医风、基础知识及基本操作的培养,使之成为合格的临床医生。     

儿科护理带教中情景教学的导入与效果评定

目的探讨情景教学在儿科护理带教工作中的应用效果。方法从2017年7月—2019年4月到该院儿科实习的护理实习生中,随机选择80名护理实习生作为研究对象,并选用随机抽签的方法将护理实习生分成两组,分别为对照组与实验组,每组40人。对照组护理实习生采取传统的带教方法,实验组则采用情景教学的护理带教方法,对比两组临床护理带教结果。结果实验组护理实习生的儿科临床护理知识掌握程度以及教学满意度显著高于对照组,差异有统计学意义(P<0.05)。结论将情景教学应用于儿科护理带教中,可以显著提高护理实习生的临床护理知识掌握程度,且提高护理实习生对带教老师的教学满意程度,其具有较高的临床推广使用意义。     

普外科临床教学体会

在当前特殊的医疗环境下,如何加强临床实习医生的普外科临床教育,将之培养为合格的医生,已成为临床带教老师的必要责任。文章结合自身多年的临床教学经验,论述加强医学生的医德医风、基础知识及基本操作的培养,使之成为合格的临床医生。     

Collaboration Between Dietetics and Dentistry: Dietetic Internship in Pediatric Dentistry

The American Dietetic Association and the American Dental Association share a common interest in improving the health and quality of life of the population. Dental visits present an opportunity to identify nutrition-related issues for both the pediatric and adult population. Traditionally, dental and nutrition students have had little opportunity to learn and work together since little time was spent on nutrition in the dental curriculum. The purpose of this article is to describe the development of a new collaborative training experience for dietetic interns and pediatric dentistry residents. The oral health rotation for dietetic interns also has several objectives, including experience interacting with a culturally diverse population and participating in community nutrition education (Head Start). In its first 18 months, the collaborative program has been viewed as a success by the pediatric dentistry faculty and residents and the nutrition faculty and interns.     

综合医院口腔科“四期”临床教学模式探讨

目的探讨综合医院口腔科实习学生的临床教学方法。方法采用＂四期＂临床教学模式：学生经过技术培训期、临床前见习期、临床操作期和操作后总结期来完成整个实习过程。结果 ＂四期＂临床教学模式可以增加学生临床＂上手＂的机会;使学生掌握目前最新的＂四手操作＂技术;有利于提高学生的临床应变能力;尽快进入临床工作状态。结论 ＂四期＂临床教学模式是综合医院口腔科实习学生较好的临床教学方法。     

临床外科实习医生的带教经验应用研究

目的 总结研究带教临床外科专业实习医生的经验,探讨带教经验在实际工作中的应用.方法 50名实习外科医生分为两组,甲组根据一般的带教方法实施指导,乙组根据总结的带教经验指导,以病人对实习医生的评价、带教老师的打分和实习医生的互相打分为参考标准,比较两组的差异.结果 实施带教经验指导的实习医生在临床的表现满意率高于98％,综合优秀率为48％和60％,明显优于普通指导的实习医生.结论 长期的带教经验在对外科实习医生的指导非常重要,具有很好的普及价值.     

展开式教学法在儿童医院临床带教实习教学中的应用效果观察

目的探究展开式教学法在儿童医院临床带教实习教学中的应用效果。方法选取儿童医院2018年2月-2019年2月实习生共50名,按照随机、平均分组原则分为对照组和观察组,对照组给予讲解小课教学法,该组共有25名实习生,观察组给予展开式教学法,该组共有25名实习生,对比两组实习生综合素质提高效果和出科理论考试成绩。结果对照组实习生处理临床问题能力、撰写综述能力、理论知识记忆能力提高效果明显差于观察组,两组差异有统计学意义(P<0.05)。观察组理解题、案例分析题和记忆题考试成绩分别为:(26.17±0.59)分、(45.47±2.48)分、(18.72±0.47)分。对照组实习生理解题、案例分析题和记忆题考试成绩明显低于观察组,两组差异有统计学意义(P<0.05)。结论展开式教学法在儿童医院临床带教实习教学中的应用效果显著,有效提高了教学质量,实习生综合素质得到提高,激发实习生学习的兴趣,有利于实习生更好掌握理论知识,具有值得在临床上推广和运用的优越价值。     

案例教学结合临床路径在儿科临床教学中的应用研究

目的探讨案例教学结合临床路径在儿科临床教学中的应用效果。方法选择该院2018年1-12月儿科临床实习生100名,根据随机数字表法进行分组,各组为50名,对照组采用传统教学法。按照医院的统一安排对学生进行培训,根据教学大纲要求对学生进行考核。观察组采用案例教学法和临床路径式教学法。比较两组实习生对儿科教学的满意度,比较两组实习生的学习成绩。结果①与对照组对比,观察组实习生对儿科教学的教学态度、教学方式、教学内容、自我提升4个方面的满意度明显更高(P<0.05)。②与对照组对比,观察组实习生学习成绩的优良率明显更高(P<0.05)。结论案例教学结合临床路径应用于儿科临床教学中,能够有效地提高实习生对儿科专业知识的学习兴趣和学习成绩,有利于培养实习生的临床思维能力、独立解决问题能力、探索创新能力。     

多模式教学方法用于妇产科临床带教中的意义分析

目的分析多模式教学方法应用于妇产科临床带教中的意义。方法选取该院2017年1-12月期间实习的50名实习生,随机分为两组,对照组25名实习生进行常规带教,实验组25名实习生进行多模式教学方法,比较两组带教效果。结果实验组理论与操作各项成绩、对带教满意度均优于对照组(P<0.05)。结论采用多模式教学方法进行妇产科临床带教可以灵活调整教学内容,同时提高实习生理论基础与操作技能的熟练度,提高了带教质量。