产科临床实习教学中存在的问题与应对策略
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摘要
在临床医学中进行相应产科临床实习教学,由于需要临床带教导师、临床实习护士以及住院患者3个方面的相互配合以进行,并且对于此类实习教学并未展开太多临床实践以完善教学目的以及程序,较容易产生一系列问题,导致不能够有效进行,从而降低临床实习医生所能够学习到的临床基础护理知识以及临床治疗操作能力,在一定程度上降低了产科临床实习教学的最终目的的达成。而在产科临床实习教学过程当中较易出现的问题主要为:(1)患者对于临床治疗环节不够配合;(2)临床实习医生对于院内环境以及学习环境不够适应;(3)临床实习医生自身不具备较高的专业性,并且对于临床实习教学的展开较为麻木;(4)带教导师对于如何对临床实习医生进行针对性训练不具备相应能力;(5)带教导师自身医疗技术水平不够,从而导致临床实习医生往往学习不到更为专业性的临床技能;(6)临床实习医生自身不具备较强的沟通能力,在医患沟通中发挥人文精神从而展开更为有效的谈话等问题。
In clinical medicine, the corresponding obstetric clinical practice teaching needs the cooperation of clinical teaching instructors, clinical practice nurses and hospitalized patients, and there are not too many clinical practices to improve the teaching objectives and procedures. It is easy to produce a series of problems, which lead to the ineffective implementation of the obstetric clinical practice teaching, thus reducing the clinical practice doctors. The basic clinical nursing knowledge and the ability of clinical treatment operation that students can learn can reduce the final goal of obstetric clinical practice teaching to a certain extent. In the process of obstetrics clinical practice teaching, the main problems are:(1) The patients do not cooperate with clinical treatment.(2) Clinical interns are not adapted to the hospital environment and learning environment.(3) Clinical interns themselves do not possess high professionalism and are numb to the development of clinical practice teaching.(4) The instructor does not have the corresponding ability on how to train the clinical interns.(5) The medical technology level of the instructors themselves is not enough, which leads to clinical interns often failing to learn more professional clinical skills.(6) Clinical interns themselves do not have strong communication skills, so they can play a humanistic spirit in the communication between doctors and patients and start more effective conversations.
In clinical medicine, the corresponding obstetric clinical practice teaching needs the cooperation of clinical teaching instructors, clinical practice nurses and hospitalized patients, and there are not too many clinical practices to improve the teaching objectives and procedures. It is easy to produce a series of problems, which lead to the ineffective implementation of the obstetric clinical practice teaching, thus reducing the clinical practice doctors. The basic clinical nursing knowledge and the ability of clinical treatment operation that students can learn can reduce the final goal of obstetric clinical practice teaching to a certain extent. In the process of obstetrics clinical practice teaching, the main problems are:(1) The patients do not cooperate with clinical treatment.(2) Clinical interns are not adapted to the hospital environment and learning environment.(3) Clinical interns themselves do not possess high professionalism and are numb to the development of clinical practice teaching.(4) The instructor does not have the corresponding ability on how to train the clinical interns.(5) The medical technology level of the instructors themselves is not enough, which leads to clinical interns often failing to learn more professional clinical skills.(6) Clinical interns themselves do not have strong communication skills, so they can play a humanistic spirit in the communication between doctors and patients and start more effective conversations.
引文
[1]王晓宇,王允锋.案例教学法结合临床路径式教学法在产科临床实习中的应用[J].继续医学教育,2016,30(7):54-56.
[2]丁亚波.产科临床实习教学中存在的问题及对策探析[J].中国卫生产业,2017,14(6):66-67.
[3]张铮铮,刘筱,韩秋峪,等.案例式立体教学法应对现阶段妇产科临床实习面临问题初探[J].高校医学教学研究(电子版),2018,8(2):44-47.
[4]陈隈陟,高洁,马唯,等. PBL教学法在妇产科临床实习中的应用和探索[J].继续医学教育,2017,31(3):32-34.
[5]杨卓,宋薇薇. Seminar教学法在妇产科临床实习中的模型构建及应用[J].西北医学教育,2016,24(5):812-815.
[6]滕月,左小航,王慰敏,等.加强妇产科临床实习过程中的医学伦理学教育[J].中国医学伦理学,2017,30(7):890-892.
[7]张云,范雪,曹芳蕾,等.规范化床旁教学法在妇产科临床实习中的应用[J].医学信息,2016,29(21):52-53.
[8]赵玲,李聪,邓幼林,等.临床诊疗指南结合CBL在妇产科临床实习中的教学效果[J].现代医药卫生,2017,33(2):295-297.
[9]杨婷,赵娟,裴美丽,等.“1+1+1”同伴教学模式在妇产科留学生临床实习中的应用[J].中国医学教育技术,2018,32(1):85-88.
[10]孙珂,符春凤,杨彧,等.情景模拟结合PBL教学模式在妇产科临床实习中的应用[J].医学信息,2016,29(35):306.
[11]王爱香,郑丽华,常英枝,等. PBL结合标准化病人在妇产科临床实习中的应用探讨[J].卫生职业教育,2017,35(5):92-93.
[12]王小丽,费素定,徐小萍,等.助产专业大专学生临床实习质量评价指标体系的构建[J].中华护理杂志,2016,51(8):971-975.
[13]赵骏达,陈洁,殷艳,等.浅谈针对男留学生产科实习问题的对策[J].新疆医学,2017,47(11):1341-1342.
[14]刘尧芳,廖运梅,詹平,等. CBL移动课堂在妇产科临床实习中的应用[J].卫生职业教育,2018,36(18):126-127.
[15]张宇迪,吴霞,高丽丽,等.多元化教学模式在妇产科研究生临床实习中的作用[J].中国临床医生杂志,2016,44(11):97-98.
[16]刘军,王宏,李湛,等.标准化病人在妇产科临床实习教学中的应用[J].中国病案,2016,17(11):75-77.
[17]黄晓巍,周言,买合甫拜·艾山,等.标准化病人教学模式对妇产科临床教学效果的影响[J].中国继续医学教育,2018,10(15):10-11.
[18]王一子,宋子旋,杨清.基于微信平台的微课联合翻转课堂的妇产科实习教学设计[J].卫生职业教育,2018,36(11):111-112.
[19]单绍艳,丁笑茹.以核心能力为主的带教模式在妇产科临床护理教学中的应用[J].齐鲁护理杂志,2018,24(10):123-125.
[20]高天,赵玲,邓幼林.妇产科学临床实习中CP结合TBL教学的应用体会[J].中国保健营养,2016,26(32):106-107.
[21]王秀丽,牛占杰,邹秀丽,等. PBL教学法在妇产科学临床实习教学中的应用与实践[J].中国卫生产业,2016,13(32):78-80.
[22]程春花. SimMom模拟人在产科临床实习教学中的应用效果观察[J].中国卫生产业,2016,13(29):107-108.
[23]邢长英,李萍,艾志宏,等.模拟人在产科学实习教学中的应用探索[J].中华医学教育杂志,2018,38(2):261.
[24]王晓宇,王允锋.案例教学法结合临床路径式教学法在产科临床实习中的应用[J].继续医学教育,2016,30(7):54-56.
[25]郭霞,吴静,刘明.法律知识教育在医学生妇产科学临床实习中的意义[J].西北医学教育,2016,24(3):480-482.
[2]丁亚波.产科临床实习教学中存在的问题及对策探析[J].中国卫生产业,2017,14(6):66-67.
[3]张铮铮,刘筱,韩秋峪,等.案例式立体教学法应对现阶段妇产科临床实习面临问题初探[J].高校医学教学研究(电子版),2018,8(2):44-47.
[4]陈隈陟,高洁,马唯,等. PBL教学法在妇产科临床实习中的应用和探索[J].继续医学教育,2017,31(3):32-34.
[5]杨卓,宋薇薇. Seminar教学法在妇产科临床实习中的模型构建及应用[J].西北医学教育,2016,24(5):812-815.
[6]滕月,左小航,王慰敏,等.加强妇产科临床实习过程中的医学伦理学教育[J].中国医学伦理学,2017,30(7):890-892.
[7]张云,范雪,曹芳蕾,等.规范化床旁教学法在妇产科临床实习中的应用[J].医学信息,2016,29(21):52-53.
[8]赵玲,李聪,邓幼林,等.临床诊疗指南结合CBL在妇产科临床实习中的教学效果[J].现代医药卫生,2017,33(2):295-297.
[9]杨婷,赵娟,裴美丽,等.“1+1+1”同伴教学模式在妇产科留学生临床实习中的应用[J].中国医学教育技术,2018,32(1):85-88.
[10]孙珂,符春凤,杨彧,等.情景模拟结合PBL教学模式在妇产科临床实习中的应用[J].医学信息,2016,29(35):306.
[11]王爱香,郑丽华,常英枝,等. PBL结合标准化病人在妇产科临床实习中的应用探讨[J].卫生职业教育,2017,35(5):92-93.
[12]王小丽,费素定,徐小萍,等.助产专业大专学生临床实习质量评价指标体系的构建[J].中华护理杂志,2016,51(8):971-975.
[13]赵骏达,陈洁,殷艳,等.浅谈针对男留学生产科实习问题的对策[J].新疆医学,2017,47(11):1341-1342.
[14]刘尧芳,廖运梅,詹平,等. CBL移动课堂在妇产科临床实习中的应用[J].卫生职业教育,2018,36(18):126-127.
[15]张宇迪,吴霞,高丽丽,等.多元化教学模式在妇产科研究生临床实习中的作用[J].中国临床医生杂志,2016,44(11):97-98.
[16]刘军,王宏,李湛,等.标准化病人在妇产科临床实习教学中的应用[J].中国病案,2016,17(11):75-77.
[17]黄晓巍,周言,买合甫拜·艾山,等.标准化病人教学模式对妇产科临床教学效果的影响[J].中国继续医学教育,2018,10(15):10-11.
[18]王一子,宋子旋,杨清.基于微信平台的微课联合翻转课堂的妇产科实习教学设计[J].卫生职业教育,2018,36(11):111-112.
[19]单绍艳,丁笑茹.以核心能力为主的带教模式在妇产科临床护理教学中的应用[J].齐鲁护理杂志,2018,24(10):123-125.
[20]高天,赵玲,邓幼林.妇产科学临床实习中CP结合TBL教学的应用体会[J].中国保健营养,2016,26(32):106-107.
[21]王秀丽,牛占杰,邹秀丽,等. PBL教学法在妇产科学临床实习教学中的应用与实践[J].中国卫生产业,2016,13(32):78-80.
[22]程春花. SimMom模拟人在产科临床实习教学中的应用效果观察[J].中国卫生产业,2016,13(29):107-108.
[23]邢长英,李萍,艾志宏,等.模拟人在产科学实习教学中的应用探索[J].中华医学教育杂志,2018,38(2):261.
[24]王晓宇,王允锋.案例教学法结合临床路径式教学法在产科临床实习中的应用[J].继续医学教育,2016,30(7):54-56.
[25]郭霞,吴静,刘明.法律知识教育在医学生妇产科学临床实习中的意义[J].西北医学教育,2016,24(3):480-482.