Chinese Journal of Medical Education

Chinese Journal of Medical Education >

2019 , Vol. 39 >Issue 5: 333 - 336

DOI: https://doi.org/10.3760/cma.j.issn.1673-677X.2019.05.003

To construct critical care medicine physician team in the Tibet Autonomous Region with successive teaching methods and hierarchical training

  • Cai Xin ,
  • Cui Na ,
  • Pan Wenjun ,
  • Wu Wenming ,
  • Long Yun
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  • 1Department of Critical Care Medicine, Tibet Autonomous Region People's Hospital, Lhasa 850000, China;
    2Department of Critical Care Medicine, Peking Union Medical College Hospital, CAMS & PUMC, Beijing 100730, China;
    3Department of General Surgery, Peking Union Medical College Hospital, CAMS & PUMC, Beijing 100730, China
Cui Na is working on Department of Critical Care Medicine, Tibet Autonomous Region People's Hospital, Lhasa 850000, China;
Wu Wenming is working on President's Affair Office, Tibet Autonomous Region People's Hospital, Lhasa 850000, China

Received date: 2018-11-01

  Online published: 2020-12-11

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Abstract

In order to achieve the goal of “group-style” medical aid for Tibet, it is essential to create a qualified local medical talent team. Since August 2015, Department of Critical Care Medicine of Peking Union Medical College Hospital (PUMCH) counterpart to aid the Department of Critical Care Medicine of Tibet Autonomous Region People's Hospital (TARPH). Several methods bsuch as successive teaching, hierarchical training and echelon planning were adopted to strengthen the construction of talent team. These teaching practices have laid a solid foundation for the construction of an echelon of critical care medicine talents in Tibet Autonomous Region.

Key words： Aiding Tibet; Successive teaching; Stratified training; Tibet Autonomous Region; Critical care medicine

Cite this article

Cai Xin , Cui Na , Pan Wenjun , Wu Wenming , Long Yun . To construct critical care medicine physician team in the Tibet Autonomous Region with successive teaching methods and hierarchical training[J]. Chinese Journal of Medical Education, 2019 , 39(5) : 333 -336 . DOI: 10.3760/cma.j.issn.1673-677X.2019.05.003

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