临床医学“3+2”医生培养在“八共建”模式下的研究  

Research on the Training of“3+2”Doctors in Clinical Medicine Under the Model of“Eight Co-Construction”

作　　者：温露华 邓富强[1] 陈伟玉[1] WEN Luhua;DENG Fuqiang;CHEN Weiyu(Department of Pediatric Surgery,Meizhou People’s Hospital/Huangtang Hospital,Meizhou Guangdong 514031,China)

机构地区：[1]梅州市人民医院/黄塘医院小儿外科,广东梅州514031

出　　处：《中国继续医学教育》2024年第23期184-188,共5页China Continuing Medical Education

摘　　要：随着医疗事业的快速发展和基层医疗需求的日益增长,培养兼具扎实医学理论基础与卓越临床实践能力的医生已成为医学教育领域的关键任务。近年来,临床医学领域引入创新的“3+2”培养模式,巧妙融合前3年的专科教育与后2年的全科医生规范化培训,实施“早临床、多临床”的教学策略。同时,通过实施“八共建”模式,即与医院在人才培养方案、培养模式、专业教学团队、课程标准、教学评价体系、产教融合教材编写、实习实训基地建设以及合作攻关项目8个关键领域展开深度协同合作。然而作为一种新兴的培养方法,不可避免地存在理论与实践的平衡、学生个性化发展方面的局限性。文章将对“八共建”模式下的“3+2”医生培养概念进行探讨,并通过与传统及现代医生培养模式的对比分析,为优化医学教育路径提供理论依据和实践参考。With the rapid development of medical industry and the growing demand of primary medical care,training doctors with solid medical theoretical foundation and excellent clinical practice ability has become a key task in the field of medical education.In recent years,the field of clinical medicine has introduced an innovative“3+2”training model,cleverly integrating the first three years of specialist education with the standardized training of general practitioners in the last two years,and implementing the teaching strategy of“early clinical and multi-clinical”.At the same time,through the implementation of the“eight co-construction”model,that is,to carry out in-depth cooperation with the hospital in eight key areas,which are talent training program,training model,professional teaching team,curriculum standards,teaching evaluation system,preparation of teaching materials for the integration of production and education,construction of practice and training bases and cooperation research projects.However,as a new training method,there are inevitably limitations in the balance between theory and practice and the individualized development of students.This paper will discuss the concept of“3+2”doctor training under the“eight-coconstruction”model,and provide theoretical basis and practical reference for optimizing medical education path through comparative analysis with traditional and modern doctor training modes.

关 键 词：临床医学 “3+2”医生培养 医教协同 “八共建”模式 教学模式 研究进展 

分 类 号：G642[文化科学—高等教育学]