以岗位能力分析为基础的医疗设备应用技术专业课程设置研究
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摘要
目的:按照工作岗位—典型任务—职业核心能力—课程设置的主线,开展医疗设备应用技术专业的课程设置研究。方法:通过直接调研和间接调研相结合的方式对32家企业和132个毕业生开展调研。针对企业主要从基本情况、主要工作岗位、典型工作任务及职业能力等方面开展调研,针对毕业生主要从基本情况、课程认可度、课程设置存在的问题等方面开展调研。结果:确定了医疗设备应用技术专业的3个主要工作岗位、10项典型工作任务和8项核心能力,由此梳理出与岗位能力密切相关的8门专业基础课、6门核心专业课和4门实训课,并提出了虚实结合开展实践教学、专创融合制定课程内容和增加专业布点的建议。结论:该研究可为全国食品药品职业教育教学指导委员会制定医疗设备应用技术专业的教学标准奠定基础,并为开设该专业的院校提供参考,显著改善国内该专业课程设置差别大的问题。
Objective To explore the course setting of medical equipment application technology specialty with the main line involving in working posts, typical missions, core post abilities and course setting. Methods Direct and indirect surveys were executed over 32 enterprises and 132 graduates. The enterprise survey was carried out from the aspects of basic information,main post, typical mission, professional ability and etc, and the graduate survey was performed from basic information, course recognition, problems during course setting and etc. Results There were 3 main working posts, 10 typical missions and 8 core abilities determined for medical equipment application technology specialty, and then 8 professional basic courses, 6 core professional courses and 4 practical training courses were proposed associated with the post abilities. Some suggestions were proposed including practice course combining virtuality and reality, course content involving in profession and creation as well as increasing specialty distribution. Conclusion The results of this study can lay a foundation for the setting of the professional teaching standards by the National Development and Reform Commission, which provides references for the peer colleges that sets up this specialty and significantly improves the problem of big differences in the curriculum setting of medical equipment application technology specialty in China. [Chinese Medical Equipment Journal,2019,40(7):89-93]
Objective To explore the course setting of medical equipment application technology specialty with the main line involving in working posts, typical missions, core post abilities and course setting. Methods Direct and indirect surveys were executed over 32 enterprises and 132 graduates. The enterprise survey was carried out from the aspects of basic information,main post, typical mission, professional ability and etc, and the graduate survey was performed from basic information, course recognition, problems during course setting and etc. Results There were 3 main working posts, 10 typical missions and 8 core abilities determined for medical equipment application technology specialty, and then 8 professional basic courses, 6 core professional courses and 4 practical training courses were proposed associated with the post abilities. Some suggestions were proposed including practice course combining virtuality and reality, course content involving in profession and creation as well as increasing specialty distribution. Conclusion The results of this study can lay a foundation for the setting of the professional teaching standards by the National Development and Reform Commission, which provides references for the peer colleges that sets up this specialty and significantly improves the problem of big differences in the curriculum setting of medical equipment application technology specialty in China. [Chinese Medical Equipment Journal,2019,40(7):89-93]
引文
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[2]中华人民共和国教育部.教育部关于印发《普通高等学校高等职业教育(专科)专业设置管理办法》和《普通高等学校高等职业教育(专科)专业目录(2015年)》的通知(教职成〔2015〕10)[EB/OL].(2015-10-28)[2019-03-20].http://www.moe.gov.cn/srcsite/A07/moe_953/201511/t20151105_217877.html.
[3]朱祯敏,吕丹,缪煜清.浅谈医疗器械专业英语词汇的特点与教学[J].中国医疗器械信息,2017(21):153-154.
[4]丁静.基于典型工作任务分析的医疗器械法规课程内容设计[J].价值工程,2010(2):127-128.
[5]刘月,冷心怡.人才培养目标和课程体系的关系研究[J].成才之路,2016(19):6-7.
[6]丁立军,丁皓,孙怀远,等.虚拟实训在应用技术大学实践教学中的应用[J].教育观察,2018(7):80-95.
[7]高宏建,白燕萍,王笑茹,等.生物医学工程专业实践综合训练平台的建设和教学探索[J].医疗卫生装备,2019,40(3):89-92.
[8]孙怀远,廖跃华,丁立军,等.生物医学工程“虚实结合”的实践教学模式研究[J].机电信息,2017(23):4-6.
[9]国家食品药品监督管理总局. 2017年度食品药品监管统计年报[EB/OL].(2018-04-02)[2019-03-20]. http://www.nmpa.gov.cn/WS04/CL2151/329204.html.
[2]中华人民共和国教育部.教育部关于印发《普通高等学校高等职业教育(专科)专业设置管理办法》和《普通高等学校高等职业教育(专科)专业目录(2015年)》的通知(教职成〔2015〕10)[EB/OL].(2015-10-28)[2019-03-20].http://www.moe.gov.cn/srcsite/A07/moe_953/201511/t20151105_217877.html.
[3]朱祯敏,吕丹,缪煜清.浅谈医疗器械专业英语词汇的特点与教学[J].中国医疗器械信息,2017(21):153-154.
[4]丁静.基于典型工作任务分析的医疗器械法规课程内容设计[J].价值工程,2010(2):127-128.
[5]刘月,冷心怡.人才培养目标和课程体系的关系研究[J].成才之路,2016(19):6-7.
[6]丁立军,丁皓,孙怀远,等.虚拟实训在应用技术大学实践教学中的应用[J].教育观察,2018(7):80-95.
[7]高宏建,白燕萍,王笑茹,等.生物医学工程专业实践综合训练平台的建设和教学探索[J].医疗卫生装备,2019,40(3):89-92.
[8]孙怀远,廖跃华,丁立军,等.生物医学工程“虚实结合”的实践教学模式研究[J].机电信息,2017(23):4-6.
[9]国家食品药品监督管理总局. 2017年度食品药品监管统计年报[EB/OL].(2018-04-02)[2019-03-20]. http://www.nmpa.gov.cn/WS04/CL2151/329204.html.