Study on ideological education model for postgraduates of clinical medicine

  • Jia Xueyan ,
  • Duan Lili ,
  • Chang Xing ,
  • Zhu Dongwei ,
  • Luo Linzhi ,
  • Qiu Jie
Expand
  • Education Section, Peking Union Hospital, Beijing 100010, China

Received date: 2019-09-20

  Online published: 2020-12-08

Abstract

Running ideological and political education courses well,strengthening ideological and political education and improving students' medical humanistic spirit are the implementation of the spirit of the Nineteenth National Congress of the Party and the spirit of the National Conference on Ideological and Political Work in Colleges and Universities, as well as the important work content of training clinical medical postgraduates.In order to strengthen the ideological and political education of postgraduates and further reform the ideological and political curriculum of clinical postgraduate students,our institute adopts a series of measures to improve the level of ideological and political theory courses so as to improve the ideological and political education of postgraduates.This article elaborates on the concrete measures for the implementation of the Ideological and Political Curriculum in our college, analyzes the highlights and shortcomings of the curriculum, and explores the next improvement measures.

Cite this article

Jia Xueyan , Duan Lili , Chang Xing , Zhu Dongwei , Luo Linzhi , Qiu Jie . Study on ideological education model for postgraduates of clinical medicine[J]. Chinese Journal of Medical Education, 2020 , 40(4) : 293 -296 . DOI: 10.3760/cma.j.cn115259-20190920-00774

References

[1] 张岚.习近平青年思想政治教育观研究[J].学校党建与思想教育,2019(14):8-10.
[2]靳诺.坚持立德树人 培养优秀人才[EB/OL].(2017-04-10)[2019-07-28].http://news.gmw.cn/2017-04/10/content_24163829.htm.
[3]罗层, 解柔刚, 韩文娟, 等. 医学研究生学术素养与科研能力课程体系的构建与实施[J].基础医学与临床,2018,38(12):1804-1807.DOI:10.16352/j.issn.1001-6325.2018.12.045.
[4] 谢冬梅, 黄艳玲, 宋一蓓, 等. 论新医学模式下医学人文课程的设置与优化[J]. 中国医学伦理学, 2015, 28(6):883-886.
[5] 新华社评论员:抓好立德树人的根本任务-论学习贯彻习近平总书记在学校思政课教师座谈会重要讲话精神[EB/OL].(2019-03-19)[2019-07-28].http://www.gov.cn/xinwen/2019-03/19/content_5374954.htm.
[6] 高静毅.科学把握思想政治理论课教师的主导性[J].学校党建与思想教育,2019(13):42-46.
[7] 廖启云,赵杰.《中国近现代史纲要》课程考核方式改革初探[J].教育理论与实践,2011,31(1):39-41.
[8] 岳鹏,向黎.高校思想政治理论课考核评价体系问题的旧议与新评[J].继续教育研究,2019(2):44-49.
[9]沉亿,徐敏洁,谢银杰,等.温州市某医学院校学生职业信念现状调查[J].医学与社会,2019,32(5):127-130.
[10]崔颖,陈兰,周志伟,等.基于“三导向”模式的高年级医学生职业精神培养的研究[J]. 中国卫生产业,2018, 346(11):123-126.DOI:10.16659/j.cnki.1672-5654.2018.11.117.
[11]张一驰.医学生人文素质与从医信心关系探讨[J].继续医学教育,2018,32(12):94-95.DOI:10.3969/j.issn.1004-6763.2018.12.052.
[12]段文利.“协和精神”指引医院科学发展[J].医学与哲学,2014,35(2A):64-65.
[13]王新刚.论思想政治教育亲和力及其提升[J].教学与研究,2019(8):84-91.
[14]严敏,邓欢.新时代高校思想政治教育优化探究[J].学校党建与思想教育,2019,(16):56-58.
[15]何勇涛,赵航,秦永杰,等.美国匹兹堡大学医学院“跨学科生物医学研究生培养计划”课程改革与启示[J].中华医学教育杂志,2019,39(6):475-480.DOI:10.3760/cma.j.issn.1673-677X.2019.06.013.
[16]李楠. 美国大学通识教育课程考核的特点及其对我国高校思想政治理论课考试改革的启示[J]. 思想理论教育导刊,2011(5):65-69.
Outlines

/