对进修医师的规范化培训与管理

进修医师的规范化培训与管理是提高进修质量,培养合格医务人员的重要途径。我院是一所市级综合性医院,承担县、乡等基层医院医务人员的进修培训任务。１９９６年以来,医院实施了进修医师的规范化培训,采取了“统一制定培训计划,科室分阶段实施”的方法,严格各项管理考核措施,取得了较好的效果。２年中已有１７６名进修医师合格结业。一、规范化培训进修医师的规范化培训分为岗前培训、第一阶段培训、第二阶段培训３个阶段进行。（一）岗前培训：１．理论知识培训：进修医师提出进修申请后,医院根据进修的专业,制定基础理论知识复习…     

建立专科医师制度的实践和探索

北京市卫生局在总结过去进行多年的住院医师规范化培训的基础上，2004年8月根据卫生部“开展专科医师培养与准入制度”的部署，在全国率先进行住院医师／专科医师培训试点。在培训对象，培训模式，培训期间人事管理、有关待遇，培训经费及培训基地建设等方面进行了大胆的实践和探索，尤其是对北京地区专科医师培训实行辖区管理进行了有益的探索。     

江苏省检验医师培养的现况及问题思考

目的：结合检验医师岗位的职责和要求分析检验医师培养模式的现况以及存在的问题,为持续改进规范化培训工作奠定基础。方法： 以南京医科大学第一附属医院检验学部为参考,介绍江苏省检验专业住院医师规范化培训背景、现状、制度、实践及考核方案,分析培养过程中存在的问题并提出整改建议。结果： 通过推行“四证合一”的培训模式,建立专业特色的规范化培训制度,我省在培养检验医师人才方面积累了一定的经验,为检验医师的发展创造出更多空间。结论： 检验专业的规培工作是提高检验医师队伍素质的一条重要途径,对培养高层次的医学检验人才起着至关重要的作用,推动了检验医学理论和技术的不断进步。     

保健医师规范化培训构想

广东省妇幼保健院根据实施保健医师规范化培训的情况,探讨了保健医师规范化培训的重要性、保健医师进行规范化培训内容、方法以及在实施中应注意的问题。     

妇产科住院总医师培训模式的探讨

住院总医师制度是医院人才培养和医院管理的重要环节。在住院总医师培训过程中,实行主动申报和严格遴选,进行岗前培训;加强日常管理,保障医疗安全及医疗质量;强化考核,进行规范化管理,收到了良好效果。     

专科医师培训的实践与探索

专科医师规范化培训是完善我国毕业后教育的重要工作.介绍某大型三级甲等医院专科医师培训工作,详尽分析专科医师规范化培训的开展情况及存在问题,为进一步完善医院专科医师规范化培训提出建议.     

低年资医师基础培训的实践

为探讨低年资医师基础培训工作的管理,本介绍了对低年资医师的思想素质、基本技能和临床能力、科研意识、外语水平和高科技知识的培训;提出了基础培训的管理规范化、计划要合理化、手段要现代化、制度要经常化、效果要公开化的观点。     

专科医师培训网络管理系统的构建

作为卫生部首批专科医师培训基地,南京大学医学院附属鼓楼医院在考察、借鉴国内外专科医师培训的管理制度后,结合实际,开发了专科医师规范化培训网络管理系统并投入使用,有效地提高了专科医师培训管理的效率。     

北京市公共卫生医师培训制度建立与执行情况调查

目的调查北京市市、区两级疾病预防控制中心(CDC)公共卫生医师相关培训制度,为进一步完善北京市公共卫生医师规范化培训试点工作提供依据。方法采用问卷调查方法,对北京市市、区两级19家CDC,以及2004～2010年期间预防医学专业不同学历毕业入职的327名公共卫生医师进行调查。结果 19家单位,公共卫生医师相关培训制度多由单位自行制定;各项制度的建立与执行存在不同程度的缺失与不足。结论北京市需要建立覆盖预防医学专业不同学历毕业的公共卫生医师规范化培训制度,并进行统一有效的组织管理。     

中国公共卫生医师规范化培训现状及进展

中国公共卫生医师规范化培训越来越重要,虽然还未出台正式的规范化文件,但近些年已经进行了很多有益的探索和尝试。首先介绍了美国和加拿大比较完善的公共卫生医师规范化培训模式,随后介绍了中国公共卫生医师规范化培训的现状及进展,并从建立公共卫生医师规范化培训制度、确定培训模式、培训内容及探索医学教育机制方面提出了建议。     

临床医学专业八年制医学教育的现状

借鉴美国的医学生培养模式,我国于2004年起开始试办临床医学专业八年制医学教育至今已10年,目前已有14所院校具备办学资格,每所院校均有自己对临床医学专业八年制医学生独特的教育理念及方式.本文以四川大学华西临床医学院的临床医学专业八年制医学教育理念为例,阐述我国临床医学专业八年制医学教育的现状及特点.临床医学专业八年制教学计划对教学时间的合理分配,对学生更好地进行科研训练及临床技能的培养至关重要.亚专业及导师的选择时机及选择方式,更会对临床医学专业八年制学生的未来有决定性的影响作用.临床医学专业八年制学生毕业时,临床技能仍有待提高,而如何合理安排他们的毕业后教育,尚待进一步探讨.笔者就临床医学专业八年制医学教育对医学生的科研训练、临床技能培训、导师选择及毕业后教育等方面提出建议,旨在为改进我国临床医学专业八年制医学教育提供参考.     

What do specialist registrars know about clinical governance?

Clinical governance is an essential part of quality assurance for everyday clinical practice. It is part of the generic curriculum for all specialist registrars (SpRs) training in medical specialities. The authors of this update undertook a survey of SpRs training in geriatric medicine to determine their perceived knowledge of clinical governance and whether they had received training in this area.     

临床技能训练中心的建设与管理探讨

当今高等教育发展的趋势,是注重动手能力、创造能力和综合素质的培养,如何解决学生在临床技能训练方面的薄弱,成为当前医学院校亟需解决的首要问题。临床技能培训中心的建立,让学生在进入临床实习前接受扎实的基本功训练,取得良好的教学效果。本文总结了学校建设技能培训中心的经验,探讨了在新形势下开展临床教学和实践的方向。     

The influence of training on the rating of physical therapist student performance in the clinical setting

Physical therapist education consists of two distinct elements: the didactic preparation and the clinical education experiences. Clinical instructors at affiliated clinics supervise physical therapist students during clinical education. A clinical instructor can receive additional training through two commonly offered programs: Clinical Performance Instrument (CPI) training, which involves 1 hour of instruction, and Clinical Instructor Education and Credentialing Program (CIECP), which includes 15 contact hours of instruction and assessment. The purpose of this study was to determine if completion of either or both of these training programs affected the rating of the CPI by a clinical instructor. Thirty-four licensed physical therapists participated in the study. They were current clinical instructors or physical therapists who were interested in becoming clinical instructors. The subjects were shown a videotape of a simulated student interacting with a simulated client. The subjects were asked to rate the student's performance using the first five criteria of the CPI. The first five criteria were selected for the study because of their designation as determinants for a successful clinical education experience. Background and demographic data were gathered in addition to the CPI ratings. Four groups of clinical instructors were determined from their previous training, then differences in CPI ratings were analyzed. The groups were CIECP and CPI training, CIECP training only, CPI training only, and no training. A multivariate analysis of variance showed statistical significance between training groups but no statistical significance based on previous use of the CPI. Post hoc tests identified the differences as occurring between the group with CIECP and CPI training compared with the groups with only CPI training or no training when rating the first criterion for safety. Rating the second criterion of responsible behavior was different between the CIECP-only group and the CPI only group. This study indicated that completion of CIECP and CPI training affected rating of the first criterion of the CPI compared with clinical instructors who completed the CPI only. Completion of the CIECP only affected the rating of the second CPI criterion compared with CPI-only training. Previous use of the instrument was not significant in this study. Assessment of student performance in the clinical setting is a complex task and further analysis of the training and use of the CPI is needed.     

Developing partnerships for health and social science research: the International Clinical Epidemiology Network (INCLEN) social science component.

A decade after its inception, the International Clinical Epidemiology Network (INCLEN) adopted a social science component. Health social science concepts were added to a physician training curriculum encompassing epidemiology, biostatistics and clinical economics, and a position was created for qualified social scientists at 26 clinical epidemiology units in developing country medical schools. This paper describes the INCLEN model for strengthening partnerships among clinical epidemiologists and social scientists. The rationale for interdisciplinary training is presented along with the difficulties inherent in attracting social scientists to a new career path. These include problems of recruitment, training curricula, re-entry, and career sustainability. The need is identified for collaborative international efforts to promote an infrastructure for professional growth and sustainable careers in health social science.     

急诊培训在外科住院医师临床思维能力培养中的应用

临床思维能力是一种临床工作中正确分析患者病情进而对疾病的诊疗做出决策的能力,其通过在临床实践中不断摸索和经验积累而获得。在外科住院医师临床思维能力的培养中仍然存在一些问题,影响培养的效果。由于急诊培训相对临床其他科室病房培训有其自身的特点,因此急诊培训常可以更好地帮助年轻医师培养临床思维能力。     

Clinical Supervision - A Ten-Year Perspective

This article discusses the reasons for the gaps in clinical supervision for substance abuse counselors. It reports on 10 years of study of counselor training needs and recommendations for future developments in clinical supervision for alcoholism and drug abuse counselors. The Clinical Preceptorship Program of the U.S. military is discussed. The clinical supervisory needs, as devised by 10 years of Preceptorship training, are reviewed. Recommendations for further clinical supervision are made.     

The Training and Supervision of Social Work Students for Effective Advocacy Practice:

This article discusses the reasons for the gaps in clinical supervision for substance abuse counselors. It reports on 10 years of study of counselor training needs and recommendations for future developments in clinical supervision for alcoholism and drug abuse counselors. The Clinical Preceptorship Program of the U.S. military is discussed. The clinical supervisory needs, as devised by 10 years of Preceptorship training, are reviewed. Recommendations for further clinical supervision are made.     

浅谈教学医院病理科管理

教学医院病理科除病理诊断外,还承担了教学和科研任务,文章结合医院的经验,从4个方面讨论了病理科的管理:(1)大学附属医院病理科的存在模式;(2)加强病理质量控制;(3)加强学科建设;(4)加强人才培养.     

重视发展医学模拟教学 提高临床教学质量

临床教学是医学人才培养的关键环节,如何提高临床教学质量是当前医学教育面临的重要课题.医学模拟教学的拓展是临床教学的发展趋势,发展医学模拟教学是临床教学的客观要求,提高临床教学质量必须重视发展医学模拟教学.因此,必须高度重视发展医学模拟教学,促进临床教学质量不断提高.