3000-word clinical medical papers 1
Construction of evaluation system of clinical medical scientific research ability in medical colleges
1, Introduction
The strength of clinical medicine in medical colleges is related to the health of the people, the harmony and happiness of every family and the prosperity of the nation. Since the reform and opening up, China's economic strength has been continuously enhanced. By increasing investment, a number of medical colleges have been built, and a large number of highly sophisticated medical talents have been introduced and trained, which has enhanced the strength of medical colleges in China.
Scientific research ability is an important index to measure the comprehensive strength of medical colleges. Facing the development, more and more attention has been paid to the evaluation of scientific research ability in medical colleges. Whether it can meet the requirements of the broad masses of the people for the health care industry and whether it can be correctly evaluated by professionals is related to whether this college can win more favorable conditions in its future survival and development. It can be seen that it is a serious scientific problem to objectively and comprehensively evaluate the scientific research strength of a medical college.
2. Design of evaluation index system
2. 1 Consult relevant information and refer to similar index system.
Before constructing the evaluation index system, firstly, I consulted a large number of domestic and foreign literatures to understand the development and present situation of scientific research strength evaluation at home and abroad and the profound meaning of scientific research strength evaluation. Draw lessons from foreign evaluation system indicators, combined with the actual situation in China, take its essence as reference materials.
2.2 Preliminary setting of indicators
Drawing lessons from the index system of clinical medical scientific research ability at home and abroad, and according to the usual experience of scientific research management, each layer of indicators is designed, which is mainly decomposed according to the evaluation goal of clinical medical scientific research ability in medical colleges. There are many factors that constitute the strength of clinical medical scientific research in medical colleges, but as a scientific research and teaching medical college, from the management point of view, its factors are: scientific research investment, scientific research activities, scientific research conditions, scientific research output, talent situation and so on. Then these first-level indicators are decomposed into second-level indicators and third-level indicators, which are decomposed step by step to establish the target groups of elements at all levels.
2.3 Qualitative analysis of indicators
The qualitative analysis of indicators is mainly based on the following principles: 1) The indicator system should be independent of each other at the same level, not including each other and not overlapping each other; 2) The index system should correctly reflect the requirements of the target, and there is no contradiction between the index and the index design; 3) You can directly observe the contents of the indicators and draw a conclusion; 4) The collection of index system should be simple and feasible, with as few levels and quantities as possible, representative and the collection method should be accepted by everyone.
3. Determine the draft index system.
3. 1 Delphi method
Delphi method is to seek the opinions of expert groups by back-to-back communication, that is, experts are not allowed to discuss with each other and ask questions by filling out questionnaires. After each inquiry, the opinions of the expert group will be summarized and sorted out, and then fed back to each expert for analysis and new argumentation. After several rounds of letters and inquiries, the opinions of experts tend to be concentrated and a more practical and reliable conclusion is drawn.
3.2 set up an expert correspondence preparation group.
There are 6 experts in the preparation group for correspondence and telegraphy, including 2 senior titles, 3 deputy senior titles and graduate students 1 person. The task of the preparatory group is to draw up the evaluation objectives, prepare expert questionnaires, select relevant experts and make statistical analysis of the data.
3.3 Identify experts
After collective evaluation by the preparatory group for expert communication, 50 experts with senior technical titles or above engaged in medical scientific research, medical treatment and management were selected, including health service management system 12, basic researchers 13, and clinical medical researchers13, including 43 doctoral supervisors.
3.4 Preparation of expert questionnaires
Collect relevant index systems at home and abroad, and draw up an expert consultation table for expert evaluation and consultation according to China's actual situation (table 1). Statistical analysis of the first round of expert opinion data, revision of the corresponding indicators, the development of the second round of expert consultation table. After the revised results are fed back to the consulting experts, the second round of expert opinions are summarized and analyzed, and the evaluation index system of key medical universities is determined (table 1).
4. Comprehensive evaluation method
We use the normalization method of two relative comparisons to evaluate the clinical medical research ability of medical colleges. The basic calculation method is as follows:
1. The highest score of each three-level indicator is 100. The percentage of the third-level index score of other schools relative to the highest statistical score is regarded as the third-level index score of the school. The weighted sum of the three-level index scores is the second-level index score.
2. The highest score of secondary indicators is 100 as the statistics of tertiary indicators. Compared with the highest score, the corresponding scores of other schools are used as secondary indicators. The weighted sum of each secondary index value is used as the score of the primary index.
3. Take the weighted sum of the first-level indicators as the final evaluation score of each school.
This study focuses on the clinical medical research ability of medical colleges, which is of great significance to the self-development of medical colleges and has a good guiding role in optimizing resources and improving scientific research efficiency. The determination of the content and weight of the index system is the most likely to cause different opinions, but the secondary index and the primary index are the core contents of the evaluation of scientific research ability. Some third-party evaluation units only use the original data for comparison, and the weight does not work. However, it turns out that the moderate change of weight has little effect on the evaluation results.
The five first-level indicators reflect the * * content of clinical medical scientific research ability in medical colleges. We can also treat evaluation items differently according to different evaluation purposes and redistribute the weight of evaluation index system according to different evaluation purposes. For example, evaluating the overall level of a unit's scientific research can increase the weight of scientific research investment, scientific research activities and scientific research output. If we want to predict the future scientific research achievements of a school, we can increase the weight of scientific research conditions, environment and scientific research activities. The change of weight assignment has certain reference value for school administrators, and shortcomings can be found and improved. The comparative evaluation of the original data can be compared vertically in time, whether the school's strength is enhanced, and compared with the data of previous years, so as to know the size of progress. For the problem that normalization method may lead to the simple pursuit of numbers, in this evaluation scheme, there are evaluation factors to constrain it, so simple high numbers will not lead to false evaluation results. The actual verification and analysis show that this normalization method basically eliminates the difficulties in defining the evaluation content and standards, and the results basically reflect the real situation.
Clinical medical papers 3000 words 2
On the cultivation of professional ethics of clinical medical students in later medical education
Post-medical education refers to the stage in which medical students study and practice clinical courses in the fourth grade. It is the continuation of school education, the process in which students apply theoretical knowledge to clinic, and the transition from medical students to doctors. With the increasing diversification of social medical and health service demand, professional ethics has become one of the components of the core competitiveness of medical institutions. In the process of medical education, especially in the later period of medical education in colleges and universities, we should always pay equal attention to medical ethics education and professional education, and cultivate students with good medical ethics to adapt to the changes of social needs.
Keywords medical ethics education for medical students, post-medical education
Professional ethics education is the need to promote the construction of socialist spiritual civilization. The policy of putting prevention first, saving lives, carrying out revolutionary humanitarianism and serving the people wholeheartedly is the professional ethics of medical personnel in China, an important part of socialist spiritual civilization construction and a key link to improve social fashion in the medical industry. The ideological and moral quality and professional quality of clinical interns will directly affect the status and development of China's future medical cause. Therefore, it is the need of socialist spiritual civilization construction to pay attention to cultivating their noble and rigorous medical ethics in the probation and internship stages. This paper discusses the necessity, connotation, ways and methods of developing professional ethics education for clinical medical students in the later period.
First, the necessity of medical students' professional ethics education
1. The need of the development of modern medicine
In order to meet the needs of social development, we should not only attach importance to students' skills training, but also strengthen students' professional ethics education in school education, so as to cultivate high-quality talents needed by society. The medical model has changed from the traditional biomedical model to? Biopsycho-social? The transformation of medical model. This requires medical students to improve their moral quality and humanistic quality to a new height. In addition, in medical education, the post-education of clinical medical students mainly focuses on clinical probation and practice, which requires students to adapt to the new open medical education system with the intersection of humanities and medicine as soon as possible and become people-oriented comprehensive talents with basic, clinical and preventive medical knowledge. Therefore, the professional ethics education of medical students' later study must be based on breaking away from the pure biomedical thinking mode, cultivating and observing the humanistic quality of people in society, improving the analysis ability of patients' psychological and social factors, and learning to diagnose and analyze diseases from the social background and psychological changes of patients.
2. The demand of higher education
In the training plan for medical professionals, it is obvious that training? Morality, intelligence, physique, beauty and labor? The all-round development of advanced medical talents is the training goal of each major. Broadly speaking, the stage of higher education (including higher vocational education) is a crucial period for the formation of moral quality in a person's life, and moral education is an important part of youth education. Strengthening teenagers' moral education is not only the need of healthy growth, but also the need of socialist builders and successors who meet the requirements of the times. Since the reform and opening up, especially after China's accession to the WTO, a large number of western cultural products have poured in, and students can easily feel various ideologies and get in touch with the world's multiculturalism. The blending and collision of various cultures will aggravate the difficulty of choosing and establishing values in the process of students' growth. Under the new historical conditions, school moral education must also be deepened and expanded. [1] On the other hand, in the current fierce social competition, many parents unilaterally understand the cultivation of their children as mastering cultural knowledge and neglect the education of moral quality, which requires moral education for students in colleges and universities, especially professional ethics education, which is of great significance.
3. Strengthening professional ethics education can alleviate the contradiction between doctors and patients.
At present, one of the main factors causing the tension between doctors and patients is the service attitude of medical staff. Some doctors' service concepts and ways of thinking still exist? Take medicine as the first priority? 、? Seriously ill? On the same level, service words and deeds show reluctance to explain more to patients, lack of respect for patients in communication, and lack of humanistic communication and emotional communication. Modern medicine requires a qualified doctor not only to have superb skills, but also to have a sense of social conscience and social responsibility. Paying more attention to patients' care, understanding, strategies and skills is not only the display of their perfect quality, but also the cornerstone of establishing a harmonious new doctor-patient relationship. Therefore, from the internship stage, we began to pay attention to cultivating the concept of medical students serving patients wholeheartedly, which played a positive role in correcting the industry style and building a harmonious doctor-patient relationship.
Second, the connotation of medical professional ethics education
This paper summarizes the connotation of medical ethics education in China traditional ancient medical literature from four aspects: ① the ultimate concern for health and life; (2) Pursuing utilitarian life values; (3) the spirit of being original and daring to explore; ④ Prudent and rigorous medical practice style. [2] At this stage, although there is no specific fixed model requirement for medical ethics in China, it conforms to the overall goal and requirements of socialist moral construction; Based on the Interim Provisions on the Management of Clinical Practice of Medical Education jointly issued by the Ministry of Health and the Ministry of Education, the requirements of medical majors and the ideological and moral status of medical students, this paper explores the connotation of medical ethics education on the basis of summarizing the practical experience of medical ethics education for many years.
First of all, the education of socialist core value system: with? Sanyi? Education leads students' medical ethics education: Patriotism, collectivism and socialism education run through the whole process of medical ethics education, and put them in a leading position to cultivate reliable successors to Socialism with Chinese characteristics's cause.
Secondly, through the education of world outlook, outlook on life and values, students can basically master the basic viewpoints, principles and methods of dialectical materialism and historical materialism, and can correctly look at the world, society and life. And have professional quality, can deeply understand the humanistic connotation of medicine, establish correct medical values, improve the ability to judge the social and moral values of medicine and the ability to choose medical behavior.
Thirdly, the education of humanitarianism and social morality should be carried out, so that medical students can form the qualities of loving, respecting, trusting and treating others equally, abide by social morality, be honest, frank and helpful, and correctly handle the relationship between individuals and collectives, doctors and patients, and medical colleagues.
Fourth, medical humanistic spirit education. Guide students to understand that the purpose of studying medicine is to love and care for people. Make medical students love life, respect patients, stress justice, pursue harmony, do good deeds, and have professional ethics of saving lives, practicing humanitarian spirit and serving the people wholeheartedly. [3]
Is Gao Qiang, the former minister of health, here? Speech at the 2006 National Working Conference of Hospital Management Year. Point out in:? The training of medical staff should not only pay attention to professional and technical level, but also pay attention to ideological and moral education, work style education and law and discipline training, so that young medical staff can not only master solid medical technology, but also establish noble professional ethics? ,? Harmonious society, realizing doctors' dedication, patients' treatment, doctors and patients' dependence, and a family through thick and thin, are our basic goals? .
Thirdly, the ways and methods of cultivating medical ethics in the later education of medical students.
1. Improve the quality of medical students and cultivate humanistic quality.
Improve the quality of medical students, strengthen humanistic cultivation and introduce? Psychological midwifery? Law internalizes moral cognition into moral concepts and externalizes it into moral behavioral medicine, which has obvious natural science attributes and obvious humanistic natural attributes. [4] Society calls for humanistic spirit, advocates people-oriented, cherishes and pays attention to life. For doctors, humanistic care is their most basic service attitude. There are some differences in the ideological and moral quality of medical students, which is determined by the degree of acquired training. A few students indulge in the colorful contemporary society and neglect the improvement of their own ideological and moral quality. They have not fully established a correct outlook on life, or the self-cultivation of social morality has left defects. ? Psychological midwifery? Its essence lies in the fact that truth exists in people's minds in a potential form. Teachers' main task is not to impart ready-made knowledge, but to eliminate mistakes and vague understanding through conversation and discussion, to awaken students' consciousness, so as to discover the truth, [5] so that students can achieve the unity of knowing and doing. Therefore, as a humanist in the future society, we must strengthen our humanistic cultivation and constantly cultivate our own? Respect life, advocate justice, love their jobs and be broad-minded? And other humanistic qualities. Only in this way, patients will not feel the coldness of therapeutic instruments and their loneliness and helplessness when they see a doctor.
2. Improve teachers' professional ethics and improve their exemplary role.
Due to the intensified conflict of values among medical students today, the value orientation is diversified and traditional. Tall? 、? Big? 、? All of them? The effect of model demonstration method is weakened, and even some students are disgusted. [6] Students have the characteristics of learning from and imitating, and teachers' attitudes, positions, words and deeds become important educational factors in the teaching process. Therefore, in clinical teaching, teachers should first have a good professional quality, take the lead in setting an example in the teaching process, be decent and aboveboard, and adhere to the scientific attitude of seeking truth from facts. Be serious, considerate and kind to every patient in the outpatient department; Treat patients equally, be neither humble nor supercilious, not be proud of being poor, do not take advantage of professional convenience to engage in private affairs, be strict with yourself, and be totally self-loving. As a clinical medical teacher, it is equally arduous and important to cure patients and educate students, but the latter has a far-reaching impact on society. If we train a good doctor, it may benefit one party; If we train a quack or a greedy doctor, it may hurt one party.
3. Strengthen the cooperation between schools and clinical hospitals.
On this side of the school. Before students enter the clinic, the school should help them to set up a new clinic. Biopsycho-social? The concepts of medical model and medical ethics can enhance the professional responsibility of medical students and lay a solid foundation for their clinical medical ethics practice. In the course study, students can be systematically educated in ideology, morality, code of conduct, legal system and discipline through entrance education, ideological and moral cultivation courses and basic legal courses, so as to establish socialist morality and legal concept. Through medical ethics education, students are systematically educated on the principles, norms and categories of socialist medical ethics, and the relationship between medical ethics and medical skills is clear. Pass at the same time? Early contact with clinic? In hospital visits, internships, health surveys and other activities, we contact the society, hospitals and clients through multiple channels, angles and levels, accept the influence and infection of medical ethics, and gradually understand that a qualified doctor should not only have superb medical skills, but also have noble medical ethics.
Hospital. As the implementer and manager of medical students' later teaching, the hospital plays a vital role in cultivating medical students' medical ethics. Clinical medical ethics education can arouse students' enthusiasm, such as carrying out bedside teaching, combining with patients' actual problems, and helping students sum up experiences and lessons in medical service; Organize students to discuss and analyze the accidents and cases caused by violation and loss of medical ethics, so as to urge students to position themselves in comparative thinking, consciously improve medical ethics, develop good medical ethics behaviors and habits, and finally urge students to transform external medical ethics principles and norms into internal medical ethics beliefs and qualities and firmly establish them? Health depends on life? Value orientation. In the specific work, we should first strengthen the construction of hospital culture, form a good environment for medical ethics education, improve the rules and regulations of medical ethics education, strictly manage and combine rewards and punishments to ensure the smooth progress of medical ethics education.
In short, the medical ethics training education of clinical interns in the later period of teaching can not be rigidly adhered to one form, but should be combined with the characteristics of the health industry and adopted? Three-dimensional multi-faceted education combined with collective influence? 、? Combining theory with practice? Methods: while practicing professional skills, pay close attention to medical ethics education, cultivate medical students' professional spirit and consciousness, adhere to medical humanistic beliefs, and become? Virtue and energy? 、? Deyi Shuangxin? Medical talents.
refer to
1 Zhu Jing. On College Students' Professional Ethics Education [J]. Vocational Education Forum, 2004(26)
Zou Li Ji Chunyuan. Connotation of medical ethics education in ancient medical literature [J]. Health Vocational Education, 2007 (12): 28 ~ 29
Wu Haifeng, Zhang Mingyong. Analysis and discussion on medical ethics education of medical students [J]. Exploration of medical education, 2009 (8):1013 ~10/4.
4 Li. Integrating medical ethics education into campus culture construction [J]. China Medical Ethics, 2008 (4): 106, 108.
Department of Philosophy, Peking University. Selected readings of western philosophy (Volume I) [M]. Beijing: Commercial Press, 198 1
6 Dong Xiaoxing, Chen Jialin. On the Application of Model Demonstration in Mental Health Education [J]. Modern Primary and Secondary Education, 2005 (9): 58
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