医学本科生社区医学教学模式的初建

目前,在社区卫生服务系统中,社区医务人员素质低,中专学历占70％以上,影响了社区卫生服务质量,所以说,社区医学急需大量全科医学人才。作为高等医学院校,我院正在积极探索社区医学的教学实践,于1998年成立了社区医学教研组,开始讲小课,并在本科生第五年毕业实习中进行2周的社区医学实习,对社区卫生服务起到了积极的推动作用。由于近3年来社区卫生服务的快速发展和内容的规范,社区卫生服务引进了全科医疗模式,严重缺乏全科医师是当前十分突出的问题,培养全科医师和确保全科医师愿     

农村社区开展全科医学培训的实践与思考

当前开展农村社区卫生服务工作,最大的困难就在于农村基层医务人员缺少全科医学知识,因此,加速培训合格的全科医学人才,以尽快适应开展农村社区卫生服务的需要,就成为农村卫生工作的当务之急。江苏省盐城市卫生局为提高农村社区卫生人员从事社区卫生服务的综合能力,有计划地对现有人员进行全科医学培圳。1998年底在盐部县大风镇和射阳县兴桥镇的农村开展全科医学培训的试点,现就试点地区3年多来在农村开展合乎医学培圳的实践及其问题的思考简述如下。     

在农村开展全科医学培训的实践与思考

当前开展农村社区卫生服务工作,最大的困难京在于农村基层医务人员缺少困难就在农村基层医务人员缺少全科医学知识,因此,加速培养合格的全科医学人才,以尽快适应开展农村社区卫生服务的需要,就成为农村卫生工作的当务之急,江苏省盐城市卫生局为提高农村卫生从事社区卫生服务的综合能力,有计划地对现有人员进行全科医学培训,１９９８年底在盐盐县大冈镇和射阳县兴桥镇的农樯开展全科医学培训的试点,现就试点地区３年多来在农村开展全科医学培训的实践及其问题的思考简述如下。     

临床医学本科生全科医学社区实习的实践

20世纪80年代中后期，我国开始从国外系统地引进全科医学理论，全科医学研究也在全国迅速开展。然而，对于培养全科医学人才尚缺乏经验，至少没有一种统一的模式可循。2002年四平社区卫生服务中心成为上海交通大学临床医学院社区全科医师规范化培训基地，从2003年起承担了全科医学社区培训任务，2006年通过了市卫生局组织的评估和认定。     

社区卫生服务与医学人才设计

２１世纪的中国卫生将朝着社会大卫生、社区大卫生的方向发展。未来的社区医学人才必须根据社区卫生服务的变化进行重新设计，籍以推动医学教育模式的根本转变。我们对２１世纪的我国社区卫生服务的特点、社区医学人才发展的主体进行了探讨，指出在我国进一步实施培养面向社区的全科人才战略，是２１世纪我国社区卫生服务发展的必然要求。     

全科医学人才培养与继续教育形式的探讨

在分析全科医学人才培养现状的基础上,提出了开展全科医学人才培养和继续教育的必要性。探讨提高全科医师社区服务技能的办法,分析当前落实新医改工作中出现的矛盾和存在的关键问题,并提出在社区卫生服务工作中,要采取最好的学习方式和选择适合基层服务的内容来培养全科医学合格人才。     

上海市某社区全科医学教学师资建设探索

随着医学教育改革的不断深入,全科医学的发展愈发受到重视,参与全科医学教学的社区卫生服务中心逐渐增多,社区的全科医学教学工作得到了极大推进,但社区全科医学教学师资队伍建设尚无统一标准,难以保证全科医生的质量.文章以上海市浦东新区花木社区卫生服务中心的全科医学教学师资建设为例,分享社区全科医学教学师资培养的经验,探索社区全...     

湖州市农村社区全科医学人才培养的实践与探索

农村卫生工作是我国卫生工作的重点,但目前农村社区卫生人才数量短缺、总体素质不高,特别是全科医学人才严重匮乏已成为制约我国农村卫生事业发展的瓶颈.根据农村社区卫生人力资源现状及社区服务功能的要求,本项日通过构建融理论教学、实践教学、素质教学为一体的"实用型"全科医学人才培养方案,采用定向招生、定向培养、定向就业的"订单式...     

全科医学转型教育实践探析及发展对策

本文客观总结、探析了笔者学校近年还是卫校时所从事的中专层次全科医学转型教育实践，在肯定长处，剖析不足的基础上，对如何在新建医学高专学校创造条件，扬长避短，突出素质，发展能力，科学地推进高专层次全科医学转型教育，为农村、社区培养大量高素质的社区卫生服务骨干提出了适宜的发展对策。     

福建省全科医师岗位培训现状与建议

全科医学人才的数量与质量极大地制约着社区卫生服务的发展。要解决这个问题．从福建省医疗卫生资源现状出发，当务之急是对现有在岗从事社区卫生服务的医师进行转型培训。近3年，福建省全科医学培训中心按照卫生部全科医师岗位培训大纲，在全省分设3个教学点进行了培训尝试，先后为医疗机构培训“准”全科医学人才1889名，为福建省各地社区卫生服务的发展提供了基本的人才保证。     

浅谈目前我国开展全科医学教育的原则及途径

本文简要阐述了全科医学学科产生的背景及概念，分析了我国目前基层卫生人力资源状况，提出了目前我国开展全科医学教育的４项原则及４种基本途径。     

Why does teaching research skills to family medicine trainees make sense?

There are only a few countries in Europe that have incorporated research skills training in specialty training programmes. In the eyes of most practising family physicians, research traditionally is a field reserved for colleagues with academic ambitions; an activity that often is not associated with the clinical practice of family medicine. However, residents became aware that research is essential to improving healthcare provision. Research in family medicine has a long tradition. Performing or taking part in research projects opens new horizons to present and future family physicians and provides support to increase their self-esteem. Consequently, this could foster future family medicine development. The authors urge the whole family physician community to raise the awareness every single family physician towards teaching and learning research skills in specialty training and basic medical education as a generic subject.     

Feasibility of training in problem-solving treatment for general practice registrars

Abstract

At the WONCA Europe conference 2009 the recently published ‘Research Agenda for General Practice/Family Medicine and Primary Health Care in Europe’ was presented. The Research Agenda is a background paper and reference manual for GPs/ family doctors, researchers and policy makers, providing advocacy of general practice/family medicine GP/FM in Europe. The Research Agenda summarizes the evidence relating to the core competencies and characteristics of the WONCA Europe definition of GP/FM, and its meaning for researchers and policy makers. Evidence gaps and research needs are pointed out to provide a basis for planning research for which there is a need and for action that may influence health and research policy, i.e. applying/lobbying for research funds. WONCA Europe and its associated networks and special interest groups could consider the agenda's research priorities when planning future conferences, courses, or projects, and for funding purposes. The European Journal of General Practice will publish a series of articles based on this document. In this first article, background, objectives, methodology and relevant literature are discussed. In subsequent articles, the results will be presented.     

医院会员制服务浅谈

医疗市场的变化,医学模式的转变,迫使医院的服务形式也发生变化。我院利用大型综合医院优势,运用全科医学模式,针对上些不特殊医疗服务需求的群体,为其提供连续、综合、个体化的医疗保健服务。医院会员制服务延伸了大型综合医院的医学服务的内涵。     

A Curriculum in Agricultural Medicine for Medical Students

A variety of educational programs in occupational medicine are available for medical students. This paper describes a two-day program that emphasizes agricultural medicine for senior medical students during their rotation in the Department of Family Medicine at the Medical University of South Carolina. The program uses interactive case discussions and farm visits as tools for motivating students to pursue further experience in the field.     

临床医学生普通外科学双语教学模式的探索

普通外科学双语教学模式是指在普通外科学教学过程中使用第二语言（一般为英语）,这对于医学院校培养复合型人才尤为重要。本文针对临床医学生进行普通外科学双语教学现状、存在的问题,开展普通外科学双语教学的重要性和必要性进行了细致的分析讨论,并指出提高普通外科学双语教学效果的几点建议,其目的在于为,临床医学生普通外科学双语教学提供经验,培养出高质量的优秀人才。     

Series: Practical guidance to qualitative research. Part 2: Context,research questions and designs

In the course of our supervisory work over the years, we have noticed that qualitative research tends to evoke a lot of questions and worries, so-called frequently asked questions (FAQs). This series of four articles intends to provide novice researchers with practical guidance for conducting high-quality qualitative research in primary care. By ‘novice’ we mean Master’s students and junior researchers, as well as experienced quantitative researchers who are engaging in qualitative research for the first time. This series addresses their questions and provides researchers, readers, reviewers and editors with references to criteria and tools for judging the quality of qualitative research papers. This second article addresses FAQs about context, research questions and designs. Qualitative research takes into account the natural contexts in which individuals or groups function to provide an in-depth understanding of real-world problems. The research questions are generally broad and open to unexpected findings. The choice of a qualitative design primarily depends on the nature of the research problem, the research question(s) and the scientific knowledge one seeks. Ethnography, phenomenology and grounded theory are considered to represent the ‘big three’ qualitative approaches. Theory guides the researcher through the research process by providing a ‘lens’ to look at the phenomenon under study. Since qualitative researchers and the participants of their studies interact in a social process, researchers influence the research process. The first article described the key features of qualitative research, the third article will focus on sampling, data collection and analysis, while the last article focuses on trustworthiness and publishing.     

Undergraduate Rural Medical Education Program Development: Focus Group Consultation With the NRHA Rural Medical Educators Group

Context: Over a decade ago, leaders in rural medical education established the Rural Medical Educators (RME) Group, an interest group within the National Rural Health Association, to support faculty in rural medical education programs. This group has convened an annual RME conclave since 2006. In 2008, this conclave convened 15 national leaders in rural medical education at The University of Alabama. Methods: In preparation for the conclave, potential participants were e‐mailed a set of questions regarding their respective medical education program's initiating motivation, support, resistance, resources, accomplishments, and continuation plans. Analysis of participants’ responses resulted in a question guide that was used at a focus group conducted at the conclave. Purpose: The purpose of the focus group was to explore the experiences of established rural medical educators related to program development and maintenance. The focus group was recorded and transcribed, and then analyzed using the constant comparative method. Findings: Five essential elements for rural medical education programs emerged from the analysis. The elements were: admit the right student, include curricular elements that occur and are required in rural training sites, establish a cadre of rural physicians who are dedicated to education of their successors, secure financial and relational support for the program, and evaluate program progress. Discussion and Conclusions: Discussion about these 5 elements can provide program guidance to neophyte rural medical education programs. Five recommendations are presented in an effort to continue discussion about the essential elements and identify actions that rural medical educators can take to further assist developing programs.     

Strategies to improve research capacity across European general practice: The views of members of EGPRN and Wonca Europe

Background: The effectiveness of any national healthcare system is highly correlated with the strength of primary care within that system. A strong research basis is essential for a firm and vibrant primary care system. General practitioners (GPs) are at the centre of most primary care systems.

Objectives: To inform on actions required to increase research capacity in general practice, particularly in low capacity countries, we collected information from the members of the European General Practice Research Network (EGPRN) and the European World Organization of Family Doctors (Wonca).

Methods: A qualitative design including eight semi-structured interviews and two discursive workshops were undertaken with members of EGPRN and Wonca Europe. Appreciative inquiry methods were utilized. Krueger’s (1994) framework analysis approach was used to analyse the data.

Results: Research performance in general practice requires improvements in the following areas: visibility of research; knowledge acquisition; mentoring and exchange; networking and research networks; collaboration with industry, authorities and other stakeholders. Research capacity building (RCB) strategies need to be both flexible and financially supported. Leadership and collaboration are crucial.

Conclusion: Members of the GP research community see the clear need for both national and international primary care research networks to facilitate appropriate RCB interventions. These interventions should be multifaceted, responding to needs at different levels and tailored to the context where they are to be implemented.