精神科专业住院医师五阶段一体化全程导师制的探索与实践
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摘要
"导师制"是指聘请有经验的教师在师生双向选择的前提下担任指导老师的制度。重庆医科大学附属第一医院精神病学教研室首次尝试精神科专业住院医师全程导师制度。教研室遴选具有坚定正确的政治方向和思想政治素质,兼具高尚的品德、渊博深厚的学识、端正的教学态度、科学严谨的治学作风的老师担任导师。导师在了解学员的课程学习、组织学员的学习活动、培养学员的学习能力、指导学员参与课题研究、制订适合个人实际情况的学习发展规划等方面给予指导,同时学员也会对自己的导师有相应的考核评价。在这过程中,导师的一对一辅导,可以有效地保证人才的稳定,促进教学相长,巩固导师本身的教学能力及对专业的掌控能力,为学员提供心理疏导、培养学员科研思维及能力、培养学员的临床知识与技能等。精神科专业住院医师全程导师制的实行是本院的一次大胆尝试,需及时总结经验并将其落到实处,力争对我国精神医学人才的培养产生积极影响。
"Full tutorial system" refers to the system of employing experienced teachers to serve as guidance teachers on the premise of two-way choices between teachers and students. For the first time, the psychiatry department of the First Affiliated Hospital of Chongqing Medical University has tried the full tutorial system for psychologic standardized residency training. The teaching and research office select teachers who have firm and correct political orientations, with noble moral characters, profound knowledge, correct teaching attitudes, scientific and strict styles of study. The tutors give guidance to the students in their curriculum learning, organizing learning activities, developing learning abilities, participating in research projects and formulating learning and development plans suitable for their actual situations. At the same time, students will evaluate their own teachers with evaluation indicators. In this process, one-to-one tutoring can effectively ensure the stability of talents, reduce the "brain drain" and promote the growth of teaching. It has consolidated the tutors' teaching abilities and their professional skills. The system provided psychological guidance for students, trained their' scientific research thinking and abilities, and developed their clinical knowledge and skills. It is a bold attempt to implement the full tutorial system for standardized residency training. It is necessary to summarize the experience in time and put it into practice.
"Full tutorial system" refers to the system of employing experienced teachers to serve as guidance teachers on the premise of two-way choices between teachers and students. For the first time, the psychiatry department of the First Affiliated Hospital of Chongqing Medical University has tried the full tutorial system for psychologic standardized residency training. The teaching and research office select teachers who have firm and correct political orientations, with noble moral characters, profound knowledge, correct teaching attitudes, scientific and strict styles of study. The tutors give guidance to the students in their curriculum learning, organizing learning activities, developing learning abilities, participating in research projects and formulating learning and development plans suitable for their actual situations. At the same time, students will evaluate their own teachers with evaluation indicators. In this process, one-to-one tutoring can effectively ensure the stability of talents, reduce the "brain drain" and promote the growth of teaching. It has consolidated the tutors' teaching abilities and their professional skills. The system provided psychological guidance for students, trained their' scientific research thinking and abilities, and developed their clinical knowledge and skills. It is a bold attempt to implement the full tutorial system for standardized residency training. It is necessary to summarize the experience in time and put it into practice.
引文
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[13]杜建林,麻明友,罗雪梅.实验教学与资源共享的创新与实践[J].实验室研究与探索,2006,25(11):1440-1442.
[14]孙大志,矫健鹏.本科生导师制在临床医学院的实践体会[J].中国中医药现代远程教育,2010,8(8):29-31.
[2]肖水源.社会变迁对我国精神卫生事业的挑战[J].中华精神科杂志,2016,49(1):3-5.
[3]中华人民共和国国家卫生和计划生育委员会.2015年4月10日国家卫生计生委例行新闻发布会文字实录[EB/OL].(2017-04-07)[2018-07-14].http://www.moh.gov.cn/zhuz/xwfb/201704/df62c16641a547f082367f01ce9c4daf.shtml.
[4]Cardozo DL,Raymond L,White B.A structured PBLtutorial involving small teams for teaching the human nervous system[J].Medical Teacher,2012,34(11):763-771.
[5]Wang Q,Li H,Pang W.From PBL tutoring to PBL coaching in undergraduate medical education:an interpretative phenomenological analysis study[J].Medical Education Online,2016,21(1):31973.
[6]Roche M,Adiga IK,Nayak AG.PBL Trigger Design by Medical Students:An Effective Active Learning Strategy Outside the Classroom[J].Journal of Clinical&Diagnostic Research Jcdr,2016,10(12):6-8.
[7]Wiznia D,Korom R,Marzuk P,et al.PBL 2.0:enhancing problem-based learning through increased student participation[J].Medical Education Online,2012,17(1):17375.
[8]Sivagnanam G,Saraswathi S,Rajasekaran A.StudentLed Objective Tutorial(SLOT)in Medical Education[J].Medical Education Online,2006,11(1):4610.
[9]Nishiwaki K,Kawase A,Wada T.Team-based learning(TBL)in the interdisciplinary lecture[J].Yakugaku Zasshi:Journal of the Pharmaceutical Society of Japan,2014,134(2):171-177.
[10]Burgess A,Bleasel J,Haq I.Team-based learning(TBL)in the medical curriculum:better than PBL?[J].Bmc Medical Education,2017,17(1):243.
[11]Arora K,Hashilkar N K.Effectiveness of student-led objective tutorials in pharmacology teaching to medical students[J].Indian Journal of Pharmacology,2016,48(S1):78-82.
[12]高春艳,董卫军,高虹,等.医学检验本科生导师制的实践与效果[J].中国高等医学教育,2010,(6):51-52.
[13]杜建林,麻明友,罗雪梅.实验教学与资源共享的创新与实践[J].实验室研究与探索,2006,25(11):1440-1442.
[14]孙大志,矫健鹏.本科生导师制在临床医学院的实践体会[J].中国中医药现代远程教育,2010,8(8):29-31.