模拟教育在儿科技能训练中的应用

分析了儿科临床技能训练的现状,提出了医学模拟教育在儿科技能训练中具有无风险性、具有可控性、重复性和时间便捷性,阐明医学模拟教育对提高医学生的儿科临床技能训练具有重要作用.     

军种总医院临床技能培训需求分析

目的：了解医院三生和机动卫勤人员的临床技能培训满意度和需求,为构建海军特色、军队一流的多学科综合性的模拟临床技能培训体系提供依据。方法采取整群抽样法,对102名2015届全体实习学员、53名住院医师／研究生、53名执行过任务的卫勤人员进行自制量表调查并对结果进行统计分析。结果三类人员对医院的临床技能培训的满意度整体不高,100％的调查对象认为需要进行临床技能培训。结论建立先进的临床技能培训中心和多学科综合性的模拟临床技能培训体系十分必要,其中住院医师规范化培训基地的技能培训建设尤为急迫,抓好卫勤相关技能培训将为医院实际卫勤保障任务提供有力的支撑,为医院临床技能培训中心走出一条特色之路。     

医护团队合作仿真模拟教学效果及评价工具的研究现状

模拟医学教育是医护学生技能训练中使用较多的教学方法之一,国内外学者对高仿真模拟临床技能实训教学中的应用情况及评价工具进行了大量的研究.该文检索近5年有关高仿真模拟教学效果及评价方面的文献,分析和总结国内外医护教育中高仿真模拟临床技能实训与医护合作教学方法的经验、效果及评价现状,对仿真模拟医学教育不是很成熟的问题寻求对策,为改进教学方法、提高教学水平进行有益探讨.     

医学模拟教育与临床见习模式的改革研究现状

由于模拟技术的快速发展,Simman综合模拟人等医学模拟技术应用于医学教育中,尤其是临床见习教育中,从而形成了新的临床见习模式,即临床实践和模拟操作相结合。此模式的建立,为医学生进行临床实践提供了大量的技能训练机会,使得临床学习的效果更好、更有效。     

医院模拟实验室建设经验探讨

目的 通过模拟实验室系统的、专业的培训,在动物身上模拟手术提升手术技能,探讨模拟实验室建设经验以及效果.方法 四级培训:理论授课、模拟箱训练、动物模拟手术、人体手术演示,二级培训在小型活体猪身上模拟临床手术,通过封闭9天的培训,分析培训实施效果.结果 经相应培训后,医院年轻医师临床技能迅速提高,新技术开展速度加快,为全...     

模拟医学教学体系和考核评价指标的建设和探讨

目的:探讨模拟医学教学对提高医学生临床技能操作水平的作用.方法:通过构建某医专模拟医学教学体系、实施OSCE多站式考核,并对临床专业两个班采用高仿真模拟人教学研究,比较模拟医学教学效果和受欢迎程度.结果:模拟医学教学深受学生的喜欢,可明显提高技能操作考核成绩(P<0.05).结论:模拟医学教学可明显提高医学生临床技能操作水平,值得大力提倡和推广.     

PBL结合CBL在妇产科临床技能模拟教学中的应用

目的探讨基于问题的学习(PBL)结合基于病例的学习(CBL)在妇产科临床技能模拟教学中的应用价值。方法选取2013级卓越医师教改班的50名学生作为观察A组,选取同年级普通临床班学号为单数的60名学生作为观察B组;选取同年级普通临床班学号为双数的61名学生作为对照组。观察组(A及B组)学生的妇产科模拟技能教学采用PBL结合CBL教学;对照组学生采用以教师讲授为主的传统妇产科临床技能模拟教学。比较3组学生妇产科病例分析及技能考试成绩。结果观察A组学生妇产科病例分析及技能考试成绩分别为(71.22±9.57)分和(93.40±3.49)分,观察B组学生妇产科病例分析及技能考试成绩分别为(74.35±10.07)分和(91.68±5.46)分,对照组学生妇产科病例分析及技能考试成绩分别为(43.87±19.59)分和(84.43±8.94)分。观察A组及观察B组学生妇产科病例分析及技能考试成绩均高于对照组,差异均有统计学意义(P0.05)。结论 PBL结合CBL应用于妇产科临床技能模拟教学,有助于提高学生妇产科临床技能及临床思维能力,值得在妇产科教学中推广。     

情境模拟教学在临床技能培训中的应用探讨

目的分析临床技能培训中应用情境模拟教学效果。方法随机将2017年9月-2018年9月中医专业80名学员分为40名对照组(临床技能带教教学)、40名实验组(情境模拟教学)。结果实验组学员理论知识、实践操作得分、学员对带教老师满意度均高于对照组(P<0.05)。结论在临床技能培训中应用情境模拟教学,能提升学员的实践操作技能水平。     

临床技能学习中心建设的重要性和必要性

传统的医学教育模式下培养出来的医学人才已不能满足社会对医师综合素质不断提升的要求,因此,必需进行有效的医学教育改革.临床技能学习中心的建立,使教学功能单位充分模拟实际医疗环境,为小组讨论教学、技能模拟实践,OSCE提供了手段和场所.     

医学模拟教育结合PBL在八年制妇产科临床见习中的应用研究

目的了解医学模拟教育结合PBL在八年制妇产科临床见习中的教学效果。方法将27名学生分为两组,实验组临床见习采用医学模拟教育结合PBL的教学模式,对照组采用单纯临床见习带教模式,应用理论考试、临床技能操作考核、课后问卷调查方式来评估课堂教学效果。结果两组基本理论成绩差异无统计学意义,但临床病案分析、实践技能考核及总成绩实验组明显高于对照组;课后问卷调查教学效果满意率实验组高于对照组。结论医学模拟教育结合PBL在八年制妇产科临床见习中的应用,可以提高学生临床操作能力及临床思维能力,为培养高素质的医学人才打下坚实的基础。     

Diversity and cultural competence training in health care organizations: hallmarks of success

The authors reviewed recent literature on diversity training interventions and identified effective practices for health care organizations. Self-reported satisfaction was especially likely to be found as a result of training, whereas attitude change measured by standardized instruments was mixed. Although those responsible for diversity training in the workplace agree that behavioral change is key, awareness building and associated attitude change remain the focus of most diversity training in the workplace. Consequently, the authors recommend a systems approach to diversity training interventions wherein training is a key component of a health care organization's strategic approach to organizational performance, and diversity training is linked to the organizations' strategic goals for improved quality of care. The systems approach requires these steps: determine diversity and cultural competence goals in the context of strategy, measure current performance against needs, design training to address the gap, implement the training, assess training effectiveness, and strive for continuous improvement. Higher level evaluations measuring whether employees have transferred learning from training to their jobs are paramount to the systems approach to diversity training interventions. Measuring other positive changes in a "return on investment" format can be used to convince stakeholders of training's value.     

院内拓展训练在医院岗前培训中开展的可行性分析

院内拓展训练是一种全新的学习方式和训练方式。本文客观分析了院内拓展训练的优势和其在医院新员工岗前培训中开展的有利条件,认为院内拓展训练是对新员工岗前培训内容的有益补充,有利于推动传统岗前培训模式的转变,对全面提高新员工的综合素质具有重要意义。     

Do medical schools still train doctors?

In practice, medical finals are not final and a supplementary training is necessary before medicine may be practised independently. Social factors and an ongoing evolution of medical science prompt reconsideration of the structure, content and duration of the training of doctors and specialists. This was the subject of a meeting of this Journal. One possibility of differentiation in the basic training is an early subdivision into care physicians, clinical specialists and health physicians. In the training of social medical officers one of the factors to be taken into account is the influence of principals. For GP's, postgraduate training is increasingly important because of social and other developments. The training of non-surgical specialists can be made shorter since a significant proportion of the time in the present training is devoted to areas requiring special attention. The training of surgical specialists could be shortened by introducing a training programme that is independent of the procedure. Responsibility for the total care of the patient will be borne by the specialists jointly.     

Some views about the training of the early childhood workforce in Hong Kong

This paper reports on a section of a larger project funded by the Hong Kong Council of Early Childhood Education and Services (CECES) which investigated early childhood education and training in Hong Kong. What is presented in this paper is the results of a survey of 1259 kindergarten and child care workers who responded to a survey questionnaire. Given current community concern about the inadequacy of training for the early childhood work force respondents were asked to reply to questions about what the minimum length of training should be, should the length of training be the same for kindergarten and child care, should training be unified, what content should be included in the training curriculum, what should the next level of training be after the basic course, were respondents interested in completing further training, should credit be given for previous training, identification of overlap in training courses, overall satisfaction with training received, identification of problems with current training and perceived solutions, overall satisfaction with career opportunities. The paper presents these results and discusses the implications of the findings for the early childhood workforce in Hong Kong.     

日本援助结核病控制项目培训班效果评价

目的:评价项目培训的效果。方法:在培训前和培训后用同一问卷进行测试,采用匿名方式以确保问卷独立完成及结果的真实性。结果:经过培训,学员平均得分提高了15分,提高率20%。学员对培训的环境、时间长度和授课方式提出了积极的意见。结论:项目培训取得了较好的效果,应当区分不同人群开展针对性更强的培训,采用参与式的互动教学授课,培训时间不宜太长。     

卫生应急管理人员现场培训方案设计

目的 探索适合卫生应急管理人员培训应用的现场培训方案.方法 运用文献研究、政策分析、问卷调查、专家访谈等方法构建卫生应急管理人员现场培训模式,实施并验证其效果.结果 设计省级卫生应急管理人员的现场培训模式,在世界卫生组织与卫生部的共同资助下,借鉴改良的现场流行病学培训模式和研究生教育模式相结合的方式,对来自中国省级卫生应急管理部门的9个学员进行6个月的现场培训,取得了满意的培训效果.结论 改良现场流行病培训与研究生培养模式相融合的卫生应急管理人员现场培训模式具有创新性,值得在卫生应急管理人员培训中推广应用.     

Specialty training for general practice in the United Kingdom

This article describes training for general practice (family medicine) in the United Kingdom. Medical graduates now enter a 2-year Foundation Programme before applying for a 3-year specialty training program in general practice. Selection for training is through a competency-based assessment center process. General practice specialty training is orientated around a curriculum founded on the European definition of general practice with exit from training dependent on satisfactory completion of an assessment process comprising a machine-marked applied knowledge test, clinical skills assessment, and workplace-based assessment. Support for trainees during training includes educational and clinical supervision and educational peer support groups but with little support provided in the immediate postqualification period.     

全科医师不同培养模式培训效果调查与分析

目的探索全科医师人才培养的有效模式。方法采用问卷调查和专题访谈的形式,选取北京市西城区3个社区卫生服务中心的140名全科医师及北京市16名社区管理人员和专家进行调查。结果在接受调查的全科医师中,本科及以上学历者占74.28%,接受转岗培训的全科医师其培训满意度为55.56%,低于规范化培训的全科医师(85.29%);接受规范化培训和骨干培训的全科医师具有较高的职业认同需求,规范化培训后其操作技能、临床思维、科研能力提高程度分别为82.35%、70.59%和64.71%,高于转岗培训的全科医师,差异有统计学意义(P<0.05)。结论规范化培训应成为社区卫生服务机构培养高素质人才的主要模式,骨干培训是目前解决社区卫生人才匮乏的有效途径之一。     

上海市住院医师规范化培训的发展与改革

上海市住院医师规范化培训经历了发展初期、强化技能培训期、探索期和改革期。与过去相比,上海市住院医师规范化培训制度的改革得到了市政府和相关部门更直接的领导;从组织形式、专业学位申请、经费筹措和培训后的自主择业等方面,更突出了住院医师的教育与培训。虽然上海市住院医师规范化培训工作得到了广泛关注与认可,但是未来仍面临挑战,如培训对象与培训基地的准入、培训质量控制、与临床专科培训的关系、改革的可持续性和可推广性。     

山东省农村卫生人员慢病知识培训效果评估

目的评估山东省农村卫生人员慢病知识培训的执行情况与效果,及时发现问题,为今后改进培训方法和提高培训效果提供依据。方法对山东省8个项目县村卫生人员进行培训,通过问卷调查、考试、个人深度访谈和现场评分对培训的过程、管理组织和结果进行近期效果评估。一方面对培训对象反应层的满意度和学习层的考试得分进行近期效果评价。一方面根据评估量表对项目组织实施进行量分。结果培训人员对慢病培训的内容、老师、组织安排等满意度较高;通过培训前后考试成绩比较,各乡镇村医知识水平有所提高,差异有统计学意义;组织管理机制不到位,没有形成培训模式和成熟的管理体系。结论山东省农村卫生人员慢病知识水平较低,对慢病知识需求较高,通过培训后能力有所提高,应该加强培训管理,落实培训模式,形成制度建设,将培训可持续发展下去。