In order to cultivate practical medical talents at the grass-roots level, according to the requirements of knowledge structure of rural and community health services, combined with the characteristics of short academic system of clinical medicine, the curriculum system of three-year clinical medicine specialty was reformed and optimized. The following is my graduation thesis for everyone. I hope it will help you.
Graduation thesis of specialized medicine: research on the reform of basic specialized medical education curriculum system. 1. Clarify the training objectives and specifications of talents.
According to the national requirements for vocational education in higher vocational colleges and the post requirements for the construction of community health service system in urban and rural areas, the training goal of three-year medical specialty in our school is determined as "to cultivate practical medical talents who can meet the needs of primary health care, develop morally, intellectually and physically, have innovative spirit, dedication and sustainable development ability, master the basic knowledge, basic theory, basic skills and related knowledge of this specialty, and can engage in primary health care prevention in urban and rural areas." According to this training goal, the specification of personnel training is determined as follows: graduates should meet the basic requirements of clinical assistant doctors in knowledge, ability and quality after three years of study. Master the humanities and social sciences necessary for this major; Master the basic knowledge, theory and skills necessary for this major; Master the basic knowledge and skills of preventive health care and management; Having the ability of diagnosis, treatment and prevention of common diseases and frequently-occurring diseases in this region and the ability of preliminary disposal of acute and critical diseases; Have preliminary health care guidance and health education ability; Have the ability to analyze and solve problems by using the knowledge learned; Have the ability to initially acquire new ideas, new knowledge, new technologies and new methods in professional fields; Have good professional ethics, ethical awareness, legal awareness, medical safety awareness and social adaptability; Have good psychological adjustment ability, interpersonal communication and teamwork ability. On this basis, build a new curriculum system.
Second, build a curriculum system on demand.
In order to cultivate practical medical talents at the grass-roots level, according to the requirements of knowledge structure of rural and community health services, combined with the characteristics of short academic system of clinical medicine, the curriculum system of three-year clinical medicine specialty was reformed and optimized.
(A) the establishment of the curriculum system
The course focuses on common diseases, frequently-occurring diseases, chronic diseases, maternal and child health care, family planning, community rehabilitation, health education, etc. At the same time, taking into account the requirements of the national examination syllabus for assistant doctors, the course has been added or deleted and reorganized into five modules: general education module, vocational basic course module, vocational ability course module, ability expansion course module and practical teaching module. General education curriculum modules include ideological and political education, physical education, English, computer, mental health education, military theory and other courses to cultivate students' comprehensive ability in humanities and social sciences. The modules of vocational basic courses mainly include normal human body structure and normal human body function, abnormal human body structure and function, pathogenic microorganisms and immunology. Students are required to master the life process, morphological structure and physiological functions of the human body, and to master the occurrence, development and basic changes of diseases. Vocational ability curriculum modules mainly include diagnostics, internal medicine, surgery, obstetrics and gynecology, pediatrics, epidemiology, dermatology and venereology, preventive medicine, clinical comprehensive skills training and so on. Students are required to master the clinical manifestations, diagnosis, differential diagnosis and treatment schemes of common diseases, and can carry out disease prevention, treatment, rehabilitation and health care. The ability training course module mainly includes emergency medicine, general practice, five sense organs science, introduction to traditional Chinese medicine, common nursing techniques, medical psychology, medical ethics and so on. Students are required to study medical knowledge comprehensively, master the treatment techniques and common nursing techniques of acute and severe diseases, and correctly handle all kinds of interpersonal relationships in medical and health activities in order to adapt to the wide-ranging characteristics of rural grassroots medical and health work. Practice teaching module is practice, which enables students to accumulate basic clinical practice experience and cultivate clinical diagnosis ability, thinking ability, observation ability and communication ability.
(B) adjust the proportion of curriculum structure
In the case that the total class hours are basically unchanged, the principle is to reduce the number of basic vocational courses, offer enough general education courses according to relevant requirements, and increase the proportion of vocational ability courses and ability expansion courses. The proportion of curriculum structure is adjusted as follows: general education courses account for 26.54%; Vocational basic courses account for 20.96%; Vocational ability courses and ability development courses account for 52.50%.
(C) Reform the practical curriculum system
1. The experimental and practical courses in our school have been boldly reformed, the old practical courses have been deleted, the demonstration and verification experiments have been reduced, and comprehensive and innovative experimental projects have been added to cultivate students' comprehensive thinking ability and innovative ability. After the adjustment, the ratio of theory to practice is increased from 1: 0.42 originally planned to 1: 0.5 1.
2. Highlighting the cultivation of clinical skills, the school has established a number of clinical skills training rooms to standardize the operation of basic clinical skills, refine the training plan, and connect with the national examination outline for licensed assistant doctors. With skill examination as the baton and practice examination as an independent subject, students can operate basic clinical skills systematically and independently.
3. Clinical specialized courses are taught in affiliated hospitals, with common diseases and frequently-occurring diseases as the main ones. Clinical teachers in the hospital learn while teaching, closely combine theory with practice, apply what they have learned, and pay attention to cultivating students' clinical thinking methods and basic skills.
4. Arrange clinical practice for practice teaching in the third academic year. In addition to internship in hospitals, all students are rotated to township hospitals and urban community health service centers in batches to familiarize students with the job responsibilities and working environment of primary medical and health personnel.
(D) the characteristics of the new curriculum system
1. The new curriculum system highlights the characteristic vocational education for grass-roots posts, offering medical education courses and teaching contents for grass-roots posts, expanding students' knowledge, broadening students' horizons, practicing in future jobs, and personally feeling the tasks of jobs, so that students can adapt to the needs of jobs as soon as possible after graduation.
2. The new curriculum system conforms to the National Examination Outline for Licensed Assistant Physicians, which is beneficial for students to successfully pass the qualification examination. The new curriculum system has been implemented in the three-year clinical medicine major of grade 20 13 in our school for more than one year, and initial results have been achieved. A questionnaire survey was conducted among 740 students of grade 20 13. The results show that the students' satisfaction rate for basic vocational courses is 98%. The satisfaction rate of practical teaching reached 97%. Through the investigation of professional teachers, hospital experts and primary medical workers, it is considered that the new curriculum system meets the requirements of training objectives.
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