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作 者:陈大庆[1] 朱烈烈[1] 王志翊[1] 孙来芳[1] 林露阳[1] 徐天士[1] CHEN Daqing;ZHU Lielie;WANG Zhiyi;SUN Laifang;LIN Luyang;XU Tianshi(The Second Affiliated Hospital,Wenzhou,Zhejiang 325000,China)
机构地区:[1]温州医科大学附属第二医院急诊医学科,浙江温州325000
出 处:《中国毕业后医学教育》2018年第1期26-29,共4页Chinese Journal of Graduate Medical Education
摘 要:分析3年来住院医师规范化培训(住培)国家基地急诊专业评估工作,结合急诊专业基地建设和培训管理实施中的体会,提出急诊专业住培中存在的问题,如急诊专业基地运行模式多样化,很难做到同质化培养;部分基地基本条件不足,培训质量难以保证;带教老师和住院医师缺乏内在驱动力,没有形成良好的教学相长局面;教学基地师资力量不足、师资队伍不稳定、缺乏有效的培训和提高途径;3大教学活动不能很好落实,住院医师培训强度不够;住院医师动手机会少,技能培训不到位。建议加大对急诊专业的扶持力度,加强学科建设;采取措施稳定师资队伍,减少骨干医师的流失;统一认识,培训工作落到实处;创新培训机制,提高培训质量;以岗位胜任为导向,培养合格的急诊科医师。This article analyzed the assessments of national standardized residency training bases of emergency department in the past three years.By combining these data with experience accumulated during the process of construction and training management implementation in emergency department,we uncovered some problems in the current training system.For instance,the diverse modes in different emergency training bases makes it difficult to achieve homogenization.The quality of training is limited by poor training base conditions.The teaching atomosphere had not been properly formed because both teaching staff and residents lack intrinsic motivations.Insufficient and unstable teaching staff,and lack of effective training methods also leaded to poor training outcome.The three major teaching activities had not been carried out well,and residents had not got the training of enough intensity.Residents had very few opportunnities to practice,and they lack of clincal skills training.Therefore,we recommended that more resources should be put into residency training of emergency department,and measures should be taken to stabilize the teaching staff and reduce the loss of leading physicians.It is suggested that we innovate in the training mechanism and improve the quality of training.The qualified emergency residents shall be trainned based on a clinical competence oriented system.
关 键 词:急诊医学 住院医师规范化培训 急诊专业基地 学科建设 规范管理
分 类 号:G420[文化科学—课程与教学论]
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