3.2 Postgraduate education in clinical laboratory diagnostics is suitable for training laboratory doctors.
At present, the training of laboratory doctors is mainly through the standardized training of residents [9]. In 20 13, the National Health and Family Planning Commission and other seven departments jointly issued the Guiding Opinions on Establishing a Standardized Training System for Residents, requiring all provinces (autonomous regions and municipalities) to start the standardized training of residents in 20 15, and basically establish a standardized training system for residents in 2020. Clinicians with bachelor's degree or above in new medical positions all receive standardized training for residents. 20 14 in order to continuously improve the construction of China's clinical medical personnel training system, actively promote the reform of clinical medical postgraduate education, establish a personnel training system adapted to the characteristics of clinical medicine, and promote the connection between clinical medical postgraduate education and standardized training system for residents, the Ministry of Education and other six departments issued the Opinions on Deepening the Cooperation of Medical Education to Carry out the Reform of Clinical Medical Personnel Training, formally merging clinical medical postgraduate education with standardized training for residents, 20 15 the State Council Academic Degrees Committee. According to the plan, the study period of clinical laboratory diagnostics graduate students is 3 years, and the training mode is mainly theoretical study, clinical rotation and tutor guidance. The training process is carried out in strict accordance with the training contents and standards of laboratory medicine in the Standardized Training Contents and Standards for Residents (Trial), and the actual training time should be no less than 33 months; At the same time, it pays attention to the comprehensive cultivation of degree course learning, clinical research ability and teaching ability. Therefore, the postgraduate education of clinical laboratory diagnostics, which is integrated with the standardized training of residents, has become another important way to train laboratory doctors.
3.3? Two tracks into one? The training mode of clinical professional degree postgraduates is popular.
The goal of postgraduate education in clinical medicine and standardized training for residents is to cultivate clinical application-oriented senior talents. The same training goal made them realize? Two tracks into one? This can not only avoid conflicts, but also complement each other and promote the cultivation of clinical medical professionals [3]. ? Two tracks into one? After graduation defense, graduate students majoring in clinical laboratory diagnostics can obtain doctor qualification certificate, standardized training certificate for residents, master's degree certificate and master's degree certificate of medicine. That is to say, while completing the postgraduate education, the students have completed the standardized training of residents and obtained the qualification of medical practitioners, which can be said to be? Kill three birds with one stone? It saves the training time of students, effectively improves the benefit of professional degree postgraduate education, and is widely welcomed by laboratory doctoral students. In recent years, more and more medical laboratory students have applied for master's degree in clinical laboratory diagnostics. Therefore, it is reasonable to believe that postgraduate education in clinical laboratory diagnostics will become the main channel for training laboratory doctors in the future. 4 Problems in Postgraduate Education of Clinical Laboratory Diagnostics 4. 1 The undergraduate education of medical laboratory technology is out of touch with the training mode of postgraduate education of clinical laboratory diagnostics. In 20 12, the Ministry of Education issued the Catalogue of Undergraduate Majors in Colleges and Universities (20 12), which adjusted the five-year medical laboratory specialty to a four-year medical laboratory technology specialty and awarded a bachelor of science degree after graduation. This means that after 20 13, medical inspection will not exist, but will specialize in medical inspection technology. The educational goal of medical laboratory technology specialty is to cultivate senior medical professionals with basic theoretical knowledge and basic ability of basic medicine, clinical medicine and medical laboratory, who can engage in medical laboratory and medical laboratory work in hospitals, blood stations and epidemic prevention departments at all levels. It is basically consistent with the original training goal of medical laboratory specialty, but the nature of the discipline is Neo-Confucianism, and its orientation has changed fundamentally. It is getting farther and farther away from medicine, especially clinical medicine, which is completely contrary to the development trend of laboratory medicine. According to the relevant provisions of the current Law on Medical Practitioners and the Provisions on Registration Qualification of Medical Qualification Examination (version 20 14), a bachelor's degree in medical laboratory with a five-year or above academic system can be used as the academic basis for the qualification examination of clinical practitioners (admission before 20121only). It can be seen that graduates majoring in four-year medical laboratory technology can't take the qualification examination of clinical practitioners, can't apply for the master's degree in clinical laboratory diagnostics, and can't participate in the standardized training of residents, which hinders their future development as laboratory doctors. This is completely out of touch with the training mode of clinical laboratory diagnostics master's degree, which seriously hinders the development of laboratory medicine itself. Therefore, it is strongly required to change the undergraduate education mode of medical laboratory. Starting from the future development of laboratory medicine, it is suggested to try to set up the undergraduate major of clinical medicine (laboratory medicine). 4.2 The postgraduate education mode of clinical laboratory diagnostics needs to be improved. After the postgraduate education of clinical laboratory diagnostics is combined with the standardized training system for residents, the clinical standardized training time is not less than 33 months, including 22 months of laboratory medicine professional training. From the perspective of training time, the clinical training time of 1 1 month is reasonable for students majoring in clinical medicine; For the students majoring in medical laboratory, because they already have basic clinical laboratory operation skills and lack clinical diagnosis and treatment skills and experience, the clinical specialist training for less than one year is slightly insufficient. It is worth discussing whether the training time of medical laboratory department can be appropriately reduced and the training time of clinical specialty can be extended accordingly. In addition, the academic system of the master's degree in clinical laboratory diagnostics is three years, and the time for clinical scientific research, thesis writing and defense is only three months, which leads to the fact that scientific research and graduation thesis preparation can only be carried out in spare time, which is more or less in conflict with clinical rotation training. Therefore, it is also a problem worthy of attention to cultivate the innovative ability of clinical scientific research of clinical laboratory diagnostics postgraduates. In a word, judging from the orientation and post responsibilities of laboratory doctors, standardized training for residents and postgraduate education in clinical laboratory diagnostics can meet the training needs of laboratory doctors. The merged postgraduate education of clinical laboratory diagnostics can not only complete the standardized training of residents, but also enable students to obtain master's degree and academic education, which is more attractive to students who are interested in laboratory doctors. It has become the main way to train laboratory doctors, but its training mode needs to be gradually improved in teaching practice.
refer to
Feng Zhongxin, Chen Qi, Min Xun. The dilemma and outlet of laboratory doctors [J]. International Journal of Laboratory Medicine, 2015,36 (4): 569-570.
Ma Hongyu, Zhu Meicai, Lu, et al. Practice and experience of standardized training for laboratory physicians in our hospital [J]. China Medical Herald, 20 12,14 (1):1-65438+.
[3], Tao Lihua, Tang, et al. Current situation and implementation of clinical skills training for clinical medical postgraduates? Two tracks into one? Discussion on Training Mode [J]. Continuing Medical Education in China, 2015,7 (31):19-21.
Zhang, Su Wei, Zou. What should the laboratory doctor do [J]. International Journal of Laboratory Medicine, 2016,37 (5): 707-708.
[5] Laboratory Medicine Expert Committee of Laboratory Physicians Branch of Chinese Medical Association. Expert consensus on the reporting mode of laboratory diagnosis of intestinal infectious diseases [J]. Chinese Journal of Medicine, 2016,96 (14):1083-1086.
Zhang Jiyu, Qiu Yurong, Yang Jia, et al. Practice of training laboratory doctors [J]. Journal of Tropical Medicine, 20 10, 10 (7): 904-906.
Shi Yingkang, Qin Li, Wang Lanlan. The orientation and training of laboratory doctors from the perspective of medical education and hospital management [J]. Medical Laboratory and Clinic, 2006, 17 (3): 1-2.
Wang Fengchao, Zhu Anyou, Hu Jianguo, et al. Training experience of clinical laboratory diagnostics postgraduates [J]. Huaihai Medical Journal, 2014,32 (3): 302-303.
[9] Qiao Rui, Chea Chang. Analysis of the current situation of laboratory physician training in China [J]. Continuing medical education, 2015,29 (1): 5-7.
;