Authors: Liu Fang, Dai Anqiong Setting: Children's Hospital Affiliated to Chongqing Medical University, Chongqing Medical University.
As the focus industry of people's livelihood-medical industry, people pay attention to the problems such as the construction of medical ethics, the disharmony between doctors and patients, the lack of professional quality of medical and health personnel, etc. How to improve the curriculum system of medical vocational education in combination with industry standards, improve the effectiveness of medical students' career planning education, thereby improving the professional quality of medical students and prompting medical educators to have new thoughts on medical students' vocational education.
1 Current situation of medical students' professional literacy education
China Knowledge Network (CNKI) defines professionalism as: professionalism refers to the internal norms and requirements of the profession, and is the comprehensive quality shown in the process of engaging in the profession, including professional ethics, professional skills, professional behavior, professional style and professional consciousness. Since the reform and opening up, China's medical and health undertakings have made great efforts for people's health and made great achievements. The quality and ability of medical workers directly affect the quality of medical services and the image of doctors. Nowadays, medical graduates are generally weak in professional ethics, professional skills and professional awareness. Some hospitals lament that medical graduates have more "knowledge-based" and less "ability-based" phenomena, and some medical graduates' role transformation is seriously lagging behind. Therefore, many tertiary hospitals adopt the mode of "cultivating students" and improve their professional quality through continuing education.
Analysis on the Current Situation of Medical Students' Professional Literacy
2. 1 Medical students' cognition of professional literacy is one-sided.
Medical education in China pays too much attention to professional knowledge education and ignores humanistic quality education. Medical students only care about professional knowledge and are unwilling to spend time learning humanistic knowledge, which leads to the lack of humanistic spirit. Some medical students' cognition of doctors' profession is simplified to medical work, and they can't realize that doctors' professional quality is mainly composed of skill quality and humanistic quality. A qualified doctor must internalize humanistic knowledge such as sociology, psychology and law into professional accomplishment. One-sided cognition of doctors' professional quality leads to the imbalance between vocational education and professional quality training of medical students in the learning process. As a result, some medical students can not be transformed into qualified doctors, and some phenomena such as indifference, "big prescription", "big examination" and asking for red envelopes appear in their work, which makes the trust between doctors and patients drop sharply and frequent disputes between doctors and patients.
2.2 Vocational education and medical industry lack of contact.
In 2009, Fudan University's survey on the professional knowledge of clinical medical students showed that 9.2% of the students did not know about the medical industry, 85% knew about it partially, and only 5.8% knew about it. The existing medical education is not closely related to the industry. For example, the employment information in the medical industry is often not known to students until the final hospital recruitment. The employment information of medical majors is asymmetric or difficult to obtain for medical students [1]. During their study in university, medical students have narrow channels to obtain information about the development status and realistic requirements of the medical industry, and the amount of information is superficial and one-sided. They lack a systematic understanding of the content requirements of medical professionalism, and at the same time, they are not trained enough in the professional norms and behavioral practice ability required by the industry. Employers in the medical industry have been calling for training medical professionals who can adapt to the current transition period.
2.3 Medical vocational education system is not perfect
Professional quality education for medical students is a systematic project. The traditional education mode is that the employment management department gives employment guidance to students at the graduation stage, and at the same time relies on professional teachers to instill professional quality education in the teaching process. This model played a full role in the period of planned economy and the period of "great unity" of professional values. However, with the development of market economy, people's professional values have undergone diversified changes, and the traditional model can no longer adapt to the development of the times. Since 1980s, strengthening professional quality education through medical humanities education has become a strong trend in western countries. From 65438 to 0978, the British Higher Education Committee suggested that psychology, social medicine, behavioral medicine, ethics, sociology and medical law should be included in the compulsory courses of medical schools, and humanities courses should run through the whole process of medical teaching. From 65438 to 0995, almost all medical schools in the United States offered humanities courses. Compared with foreign medical humanities education, on the one hand, China lacks theoretical teaching materials and practical experience that meet the requirements of the industry, and humanities and social sciences courses are few and unreasonable. Relevant research shows that the hours of humanities and social sciences courses in medical colleges in China account for about 8% of the total hours, the United States and Germany account for about 20%-25%, and the United Kingdom and Japan account for about 10%- 15%. On the other hand, China's medical higher education lacks professional vocational education teachers and various forms of practical approaches. The imperfect vocational education system of medical students makes their cultural background weak, their medical ethics quality is not high, and their vocational skills and employment creativity are not strong.
3 Countermeasures to strengthen the professional quality of medical students
The object of medical service is people, and medical workers directly control people's right to life and dignity. This is the biggest feature that distinguishes the medical profession from other professions [3]. Medical education has typical characteristics of vocational education, and it is very important to cultivate the professional quality of medical students. Medical colleges and universities can integrate the cultivation of college students' professional quality into the systematic project of comprehensive quality cultivation of medical students and establish a systematic and effective professional quality cultivation model.
3. 1 Strengthen the education of medical students' career planning.
College students' career planning refers to the process of positioning themselves, setting their own career development goals, choosing careers to achieve the set goals, making corresponding education, training and work development plans, and taking various positive actions to achieve career goals according to a certain time schedule [4]. It is of great practical significance to educate students on effective career planning. Career planning education can help students understand what kind of person I am. What do I want to do in the future? what can I do? What can the environment support me to do? Re-recognize your personality characteristics, temperament, personality and ability to determine whether your personality conforms to your ideal career. Combining the market demand, social resources and other environments to determine their own development direction and industry choice scope is conducive to medical students to establish a scientific concept of career choice and clarify their career development goals. Systematic career planning is conducive to the realization of "job matching"
3.2 according to industry standards to enhance the professional quality of college students.
In March 2003, WHO adopted the minimum basic requirements of global medical education formulated by the International Committee on Medical Education (IIME) at the World Medical Education Conference. The Minimum Basic Requirements for Global Medical Education defines seven basic aspects of medical education, and expounds the basic qualities and abilities that medical students must possess in medical colleges and universities all over the world. Different from the previous standards, it not only stipulates that medical students have basic professional abilities, but also emphasizes the cultivation of professional qualities such as professionalism, social science knowledge, thinking ability and re-learning ability [5]. Undeniably, the proposal of Global Minimum Basic Requirements for Medical Education and the change of social environment have pushed the professional quality education of medical students to a more realistic situation, and it is inevitable to establish the same applicable education standards and mutually recognized professional qualification certification procedures. According to GRME standards, the cultivation of professional quality runs through the whole skill training and assessment, laying a foundation for medical students to abide by medical ethics and better serve the clinic in the future.
3.3 the introduction of industry standards, strengthen the education of integrating theory with practice.
The medical industry is characterized by high technology and high risk. Schools usually let medical students visit clinical hospitals or basic medical schools to familiarize themselves with the clinical working environment and general workflow, so as to increase their awareness of careers. For medical students, social practice has special significance. Through public welfare activities, social surveys, social services, work-study programs, etc. Constantly enhance college students' sense of social responsibility and mission, enhance their sense of struggle and self-improvement, and lay the foundation for them to consciously establish a good sense of professional ethics. At the same time, when participating in social practice activities, we should create conditions for students to play various roles and engage in various jobs, so that they can learn to communicate, tolerate, compete and cooperate in their work. Through personal experience and practice, the professional norms are internalized into their own professional qualities, infiltrated into their thoughts, and transformed into practical actions of loving their posts and dedication. The workflow of medical industry is introduced into practice teaching, which runs through three key links of students' experiment, practice and practice, so that students can practice in the quasi-vocational education environment, establish and strengthen professionalism, service awareness and team spirit, and thus cultivate medical students' cooperation ability, communication ability, competitiveness and innovation ability.
3.4 Improve the curriculum system of medical vocational education
The Outline of the National Medium-and Long-term Education Reform and Development Plan requires vocational education to take service as its purpose and employment as its orientation, and promote the education and teaching reform. Implement the talent training mode of combining work with study, school-enterprise cooperation and internship; Adhere to both school education and vocational training. Therefore, it is very important to offer professional literacy courses for medical students and improve the curriculum system of medical vocational education. Many scholars believe that the core courses of medical humanities education should be defined, such as medical philosophy, medical ethics, medical history, medical law, medical psychology, medicine and society, and introduction to medicine. At the same time, we can consider setting up a minor major in medical humanities (undergraduate). At present, minor majors in medical humanities have been set up in China, such as health management, health law and medical innovation. In the teaching of humanities courses in medical colleges, we should find the breakthrough point of combining professional quality education with practice through teaching practice, deepen and expand the content of professional quality education, make boring knowledge interesting, abstract concepts concrete, practice and obtain professional ethics [6]. It is necessary to build a professional and professional guidance team for students' career planning with relevant knowledge such as sociology, psychology, education, human resources, management and law. This team absorbs experts, professors and competent leaders from employers to enter colleges and universities in a full-time and part-time way, and provides professional vocational training and professional quality development training for college students. Give students as much guidance as possible from the aspects of career prospects and professional quality.
The Ministry of Education and the Ministry of Health jointly issued "Several Opinions on Strengthening Medical Education and Improving the Quality of Medical Education" (Jiao Gao [2009] No.4). The third opinion specifically pointed out that medical education should give priority to moral education and promote the all-round development of medical students, and "moral education and professional quality training should be listed as important contents of medical education personnel training". Medicine is a highly practical subject, and its research objects are different in individual physiology and psychology and the complexity of social background [7]. The medical industry needs medical and health personnel with high quality, correct working attitude, strong sense of responsibility, solid professional basic knowledge, skilled professional skills and strong adaptability. Colleges and universities need to actively explore and practice, strengthen college students' professional quality education and improve their social adaptability.
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