应用PDCA循环提高妇产科规培学员的临床操作技能
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摘要
为加强妇产科规培学员的临床操作技能,进一步提高规范规培学员的综合素质,我院采用PDCA[计划(Plan)-实施(Do)-监管(Check)-总结处理(Action)]循环对我科规培生临床实践技能培养与考核模式进行研究,在保持传统教学模式的基础上继续改进。通过对比发现,采用PDCA模式进行教学管理,不仅提高了我院妇产科规培生的临床技能操作,同时提高了规培学员的综合素质,带教老师的带教综合能力也得到了相应提高,教与学双向评价满意度均提高,效果显著。以此制定了我科固定的规培生临床技能操作培养模式,并且应用于实际工作中。
In order to strengthen the department of obstetrics and gynecology gauge cultivates students clinical skills, further improve the standard gauge cultivates the students' comprehensive quality, our hospital adopt PDCA [program(Plan)-(Do)-regulation(Check)-summarizes processing(Action)] circulation loop for our department Pearson clinical practice skills training and assessment model for research, on the basis of the traditional teaching mode to continue improvement. By comparison, the adoption of PDCA model for teaching management has not only improved the clinical skills operation of gynecology and obstetrics and gynecology, but also improved the comprehensive quality of the discipline students, improved the comprehensive ability of the discipline teachers, and improved the satisfaction of the two-way evaluation between teaching and learning. In this way, the model of regular clinical skills and operational ability training in our department was developed and implemented. And it is applied to practical work.
In order to strengthen the department of obstetrics and gynecology gauge cultivates students clinical skills, further improve the standard gauge cultivates the students' comprehensive quality, our hospital adopt PDCA [program(Plan)-(Do)-regulation(Check)-summarizes processing(Action)] circulation loop for our department Pearson clinical practice skills training and assessment model for research, on the basis of the traditional teaching mode to continue improvement. By comparison, the adoption of PDCA model for teaching management has not only improved the clinical skills operation of gynecology and obstetrics and gynecology, but also improved the comprehensive quality of the discipline students, improved the comprehensive ability of the discipline teachers, and improved the satisfaction of the two-way evaluation between teaching and learning. In this way, the model of regular clinical skills and operational ability training in our department was developed and implemented. And it is applied to practical work.
引文
[1]王筝扬,章锐锋,阮恒超.内科住院医师规范化培训项目制的实践与探讨[J].中国毕业后医学教育,2018,2(3):165-168.
[2]高晋华,郭海涛,刘刚,等.PDCA循环在本科生临床实习阶段技能培养与考核中的应用[J].中华医学教育探索杂志,2015,14(5):509-512.
[3]周倩,成星,陈霞,等.妇产科专科医师规范化培训考核模式的探索[J].中华医学教育探索杂志,2015,14(12):1219-1222.
[4]周倩,王光花,陈霞,等.妇产科住院医师和专科医师规范化培训体系的探索[J].中华医学教育杂志,2014,34(5):782-784.
[5]黄振宇,于晓明,王建六,等.妇产科住院医师临床技能培训方法的研究[J].中国高等医学教育,2017(01):86-87.
[6]封硕,孙银贵. PDCA结合情境教学法改善妇产科教学质量的研究[J].卫生教育,2018,15(20):127-128.
[7]李源,阮焱.PDCA结合情境教学法改善妇产科教学质量的研究[J].中国医刊,2017,52(11):108-110.
[8]李浩鹏,臧全金,李锋涛.PDCA循环在骨科住院医师规范化培训中的应用[J].中国继续医学教育,2018,9(9):5-7.
[9]王慧,徐瑾. PDCA健康教育模式在腰椎术后患者佩戴腰围中的应用[J].实用临床医药杂志,2016,20(10):103-105.
[10]徐海霞,花颖,陈楚,等.PDCA循环在心血管内科住院医师规范化培训中的应用探索[J].现代医药卫生,2018, 32(3):443-445.
[11]孙静,王岩,杨建飞,等.中医心病学科临床教学中应用PDCA循环法的研究[J].中国保健营养,2018,2(5):389-390.
[12]何星球.探讨PDCA循环用于心内科临床教学中的效果[J].医药卫生(引文版),2016,6(2):287.
[2]高晋华,郭海涛,刘刚,等.PDCA循环在本科生临床实习阶段技能培养与考核中的应用[J].中华医学教育探索杂志,2015,14(5):509-512.
[3]周倩,成星,陈霞,等.妇产科专科医师规范化培训考核模式的探索[J].中华医学教育探索杂志,2015,14(12):1219-1222.
[4]周倩,王光花,陈霞,等.妇产科住院医师和专科医师规范化培训体系的探索[J].中华医学教育杂志,2014,34(5):782-784.
[5]黄振宇,于晓明,王建六,等.妇产科住院医师临床技能培训方法的研究[J].中国高等医学教育,2017(01):86-87.
[6]封硕,孙银贵. PDCA结合情境教学法改善妇产科教学质量的研究[J].卫生教育,2018,15(20):127-128.
[7]李源,阮焱.PDCA结合情境教学法改善妇产科教学质量的研究[J].中国医刊,2017,52(11):108-110.
[8]李浩鹏,臧全金,李锋涛.PDCA循环在骨科住院医师规范化培训中的应用[J].中国继续医学教育,2018,9(9):5-7.
[9]王慧,徐瑾. PDCA健康教育模式在腰椎术后患者佩戴腰围中的应用[J].实用临床医药杂志,2016,20(10):103-105.
[10]徐海霞,花颖,陈楚,等.PDCA循环在心血管内科住院医师规范化培训中的应用探索[J].现代医药卫生,2018, 32(3):443-445.
[11]孙静,王岩,杨建飞,等.中医心病学科临床教学中应用PDCA循环法的研究[J].中国保健营养,2018,2(5):389-390.
[12]何星球.探讨PDCA循环用于心内科临床教学中的效果[J].医药卫生(引文版),2016,6(2):287.