So what kind of study is this continuing medical education? What are the credits for continuing medical education?
Let's first review the contents of the relevant documents of national continuing medical education.
The National Committee of Continuing Medical Education issued the Measures for Granting and Managing Credits in Continuing Medical Education, which clarified the requirements for credits: continuing medical education shall be implemented with a credit system. The subjects of continuing medical education participate in continuing medical education activities every year and get no less than 25 credits, including 5- 10 credits for Class I and 5-20 credits for Class II. Medical and health institutions in provinces, autonomous regions and municipalities directly under the Central Government shall participate in national continuing medical education programs within five years and obtain no less than 10 credits. The subjects of continuing medical education get no more than 10 credits each year. The first and second types of credits cannot be substituted for each other. At the same time, it also stipulates the categories, forms and contents of class I credits and class II credits, and defines the criteria for granting credits. ……
Since the state administrative department has written regulations, what is our actual process?
In fact, in the process of communicating with many netizens and colleagues around them, I felt their rejection and helplessness to the continuing medical education project. There are two main reasons. First, the learning project of continuing medical education is a mere formality, and most medical personnel aim at scoring. Second, the use of continuing medical education credits does not reflect its inherent essence and loses its original function and significance.
The implementation of the credit system in continuing education has actually deviated from its original intention, and it is a lifelong medical education for medical professionals to continue to learn new theories, new knowledge, new technologies and new methods after graduation.
The starting point of this system is of course good, "medical staff can constantly update their knowledge structure" and "constantly improve their professional work ability and professional level".
Every medical staff can have the opportunity to learn, which seems fair, but in fact it is unfair. There are only a few people who can participate in this kind of high education at a time. The system requires every medical staff to have credits, but it seems a bit contradictory! Moreover, as the content of medical staff's promotion and annual assessment, medical staff are also deeply troubled by this credit every year.
Many medical staff also want to study, but there is no chance. They work all day except work.
Even if you don't get promoted, you have to pay credits every year. Where do their credits come from? Buy buy buys! It doesn't matter to spend some money. Buy and sell, there is demand and there is supply. This forms a trading market, and so on.
Recently, the unit declared and organized a provincial project. The content of the project is quite good, and a relatively high-level lecturer is invited to give a lecture. According to relevant regulations, the project also won the first prize at the provincial level. As a clinical frontline medical staff, if they want to get such credits, they need to complete the corresponding study and assessment as required. However, this is a contradiction between continuing medical education and hospital clinical work. The clinical workload is heavy and the task is heavy, so it is impossible to arrange enough time for study. However, the organization of the project has been.
How to solve this contradiction? As a clinical medical staff, there is such a situation. Instead of participating in the teaching and learning process of the project, they complete the check-in, card-swiping and assessment according to the check-in time, card-swiping time and assessment time specified in the project.
However, as the organizer of the project, we fully understand that the work of clinical medical staff is not easy, but can we reflect on whether continuing medical education should be re-educated and re-studied as medical staff? The answer is yes, very necessary.
As clinical medical staff, we are faced with patients of different levels, and we need to deal with them every day, such as communication, consultation and diagnosis. The main object of clinical medical staff's service is people, and people are different and multifaceted.
How to deal with different people, how to improve the accuracy of disease diagnosis and treatment, how to improve the patient's medical experience and so on.
I think this is not something that a doctor and nurse can learn by themselves, but a comprehensive ability that needs us to participate in different forms and contents of learning to improve.
Therefore, when you choose medicine, you choose lifelong learning, and when you choose medicine, it is doomed that you need to keep learning.
Continuing medical education is the management system and platform for our medical staff to carry out continuing education. Through such a national and provincial platform for continuing medical education, we can communicate and learn with our counterparts in the whole country and the whole province in terms of academics, technology and concepts, so as to improve our comprehensive quality and ability.
As for the scoring phenomenon, it is suggested that as the manager and organizer of hospital continuing education, we should innovate management, change our concepts and actively guide medical staff to face it correctly. As a national level, can we further improve and establish a more scientific management system of continuing medical education according to the actual situation of hospitals?