中华医学教育杂志

中华医学教育杂志 >

2018 , Vol. 38 >Issue 3: 455 - 459

DOI: https://doi.org/10.3760/cma.j.issn.1673-677X.2018.03.031

毕业后医学教育

“5+3”一体化儿科住院医师规范化培训中推行渐进式分级管理的思考

  • 王娜 ,
  • 陈燕 ,
  • 刘亚兰 ,
  • 查慧 ,
  • 蔡馥丞 ,
  • 郝琎琎 ,
  • 王琳
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  • 430022 武汉,华中科技大学同济医学院附属协和医院儿科

收稿日期: 2017-07-28

  网络出版日期: 2020-12-08

基金资助

中华医学会医学教育分会和中国高等教育学会医学教育专业委员会2016年医学教育研究立项课题(2016B-ZYY027);华中科技大学2016年教学研究面上项目(2016078)

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Reflections of progressive staged management in “5+3” integrated standardized resident training program on pediatrics

  • Wang Na ,
  • Chen Yan ,
  • Liu Yalan ,
  • Zha Hui ,
  • Cai Fucheng ,
  • Hao Jinjin ,
  • Wang Lin
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  • Department of Pediatrics, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan 430022, China

Received date: 2017-07-28

  Online published: 2020-12-08

Supported by

Chinese Medical Association Medical Education Branch and China Association of Higher Education Medical Education Specialized Committee 2016 Medical Education Research Project (2016B-ZYY027); General Program of Teaching Research in Huazhong University of Science and Technology in 2016 (2016078)

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摘要

探索在“5+3”一体化儿科住院医师规范化培训中推行渐进式分级管理。我国的住院医师规范化培训工作已经全面开展,培训工作需要更加精细化管理。“5+3”一体化儿科住院医师规范化培训渐进式分级管理将管理过程阶段化,分为初级、中级和高级3个阶段,循序渐进地推进整个培训过程,并加入科研训练,以满足住院医师完成规培时能够获得硕士研究生学位的要求。分级管理过程中倡导教学方式和考核方法多样化,引入积分制管理,充分激励住院医师学习和带教教师工作的积极性,以保障培训目标的顺利实现。

关键词： “5+3”一体化; 儿科学; 住院医师; 规范化培训; 分级管理; 积分制

本文引用格式

王娜 , 陈燕 , 刘亚兰 , 查慧 , 蔡馥丞 , 郝琎琎 , 王琳 . “5+3”一体化儿科住院医师规范化培训中推行渐进式分级管理的思考[J]. 中华医学教育杂志, 2018 , 38(3) : 455 -459 . DOI: 10.3760/cma.j.issn.1673-677X.2018.03.031

Abstract

To explore the progressive staged management in “5+3” integrated standardized resident training program on pediatrics. In China the standardized resident training program has been carried out in a comprehensive manner, and the training course needs more refined management. The process is staged in “5+3” integrated standardized resident training program on pediatrics, dividing into primary, intermediate and advanced stages, step by step to promote the entire training process. Besides, scientific research training is added to meet the requirements of postgraduate degree when in graduation. Diverse teaching and assessment methods are encouraged in the process. Integral system management is introduced to fully encourage both trainees and teachers to work full of enthusiasm. All the measures are to ensure the ultimate realization of the trainingObjectives.

Key words： “5+3” integration; Pediatrics; Resident doctor; Standardized training; Staged management; Integral system

参考文献

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