中医全科医学研究生教育模式相关问题探讨
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摘要
随着社会的发展,人们对健康提出新的需求,基层全科医学的服务能力是医疗健康与卫生事业在一定阶段的发展方向,如在十九大报告健康中国战略中指出:"加强基层医疗卫生服务体系和全科医生队伍建设",因此,重视中医全科医学教育是人才培养未来发展的方向之一。而高层次的中医全科医生缺乏严重阻碍社区卫生服务发展,研究生教育能为培养高层次专门的全科医学储备大批高质量的后备军,因此中医全科医学研究生教育的开展有助于提高全科医生整体素质,健全全科医学教学体系,从而更好地满足社区医疗工作。目前我国的中医全科研究生教育模式培养方式单一,规范化培训不完善,中医全科师资队伍薄弱,临床科研能力培养受到忽视,临床社区培训基地建设水平参差不齐。本文试图提出中医全科医学研究生教育培养方式,旨在为中医全科医学教育提供借鉴。
With the development of society, people put forward new demands for health. The service capacity of grassroots general medicine is the development direction of medical health and health at a certain stage, such as the report on the healthy China in the 19 th National Congress of the Communist Party of China. It is pointed out that "enhance the grassroots medical and health service system and the construction of the general practitioner team". Therefore, attaching importance to TCM general medical education is one of the directions for the future development of talent cultivation. However, the lack of high-level general practitioners of traditional Chinese medicine seriously hinders the development of community health services. Postgraduate education can reserve a large number of high-quality reserve force for training high-level and specialized general medicine. Therefore, the development of postgraduate education of general medicine of traditional Chinese medicine is helpful to improve the overall quality of general practitioners,and improve the general medical teaching system, so as to better meet the community medical work. At present, the training mode of Chinese medicine postgraduate education is single, the standardized training is imperfect, the teaching staff of Chinese medicine is weak, the cultivation of clinical research ability is neglected, and the construction level of clinical community training base is uneven. This paper attempts to propose the training methods of postgraduate education in TCM general medicine. The purpose of this study is to provide reference for general practice education of Chinese medicine.
With the development of society, people put forward new demands for health. The service capacity of grassroots general medicine is the development direction of medical health and health at a certain stage, such as the report on the healthy China in the 19 th National Congress of the Communist Party of China. It is pointed out that "enhance the grassroots medical and health service system and the construction of the general practitioner team". Therefore, attaching importance to TCM general medical education is one of the directions for the future development of talent cultivation. However, the lack of high-level general practitioners of traditional Chinese medicine seriously hinders the development of community health services. Postgraduate education can reserve a large number of high-quality reserve force for training high-level and specialized general medicine. Therefore, the development of postgraduate education of general medicine of traditional Chinese medicine is helpful to improve the overall quality of general practitioners,and improve the general medical teaching system, so as to better meet the community medical work. At present, the training mode of Chinese medicine postgraduate education is single, the standardized training is imperfect, the teaching staff of Chinese medicine is weak, the cultivation of clinical research ability is neglected, and the construction level of clinical community training base is uneven. This paper attempts to propose the training methods of postgraduate education in TCM general medicine. The purpose of this study is to provide reference for general practice education of Chinese medicine.
引文
[1]邹林林,肖雪.全科医学本科毕业生就业现状与进展[J]临床医药文献杂志,2017,4(37):7314-7315.
[2]韩丽华,长学辉,孟毅,等.浅议中医全科医学人才培养模式[J].中医药管理杂志,2016,24(9):19-20.
[3]朱远飞.全科中医在基层的运用[J].中西医结合心血管病杂志,2016,4(34):37.
[4]冀涛.中美全科医师培养方式的对比分析[J].中国全科医学,2012,15(11A):3642-3644.
[5]谢芳.千金方的全科医学思想研究[D].济南:山东中医药大学,2012:3
[6]杨建宇,姜丽娟.关于中医全科医学发展的思考[J].中国中医药现代远程教育,2014,12(18):134-136.
[7]教育部等六部门关于医教协同深化临床医学人才培养改革的意见[J].中国乡村医药杂志,2015,22(2):103-104.
[8]刘洪凯,张守琳.中医全科医学教学模式的几点思考[J]中国中医药现代远程教育,2014,12(20):99-100.
[9]教育部、卫生部关于加强医学教育工作提高医学教育质量的若干意见(教高[2009]4号)[J].卫生职业教育,2009,27(10):5-6.
[10]薛军堂,孟毅,王森,等.中医全科医学研究生教育模式的思考[J].中国中医药现代远程教育,2015,13(12):97-98.
[11]郭清,王勤荣,杜亚平,等.中国全科医生培养的现状、问题和对策[J].中国全科医学,2004,7(5):291-297.
[12]刘广宇,姜丽娟,龙鑫,等.中医全科住院医师规范化培训的实施成效分析与策略探讨[J].中国毕业后医学教育,2017,1(1):40-43.
[13]辛意,刘谨玮,郝佳佳.中医全科医师规培社区实践的带教模式探讨[J].继续医学教育,2016,30(12):9-10.
[14]张立威,王家骥.高等医学院校开展全科医学教育的Swort分析[J].实用全科医学,2008,6(4):380-381.
[15]郭春雨,王永志.初探中医专业研究生教学中研思维与能力的培养[J].临床医药文献杂志,2015,2(27):5758-5759.
[16]赵家义,韩一平,袁鹏群,等.浅谈研究型医院全科医师科研能力的培养[J].中国高等医学教育,2015(3):22-23.
[17]刘小平,路孝琴,黄亚芳,等.我国全科医学教育培训中的问题与建议[J].继续医学教育,2010,24(6):4-6.
[18]赵欣欣,孙晓婷,潘志刚,等.英美中三国全科医生培养模式对比研究[J].中国全科医学,2018,21(22):2660-2663.
[19]郭栋,刘更生,张蕾.师承教育融入高等中医全科人才培养的探索[J].中国中医药现代远程教育,2014,12(20):86-87.
[20]门寒隽,韩建军.当前我国全科医学师资队伍建设中的问题及对策[J].中国全科医学,2006,9(3):185-187.
[2]韩丽华,长学辉,孟毅,等.浅议中医全科医学人才培养模式[J].中医药管理杂志,2016,24(9):19-20.
[3]朱远飞.全科中医在基层的运用[J].中西医结合心血管病杂志,2016,4(34):37.
[4]冀涛.中美全科医师培养方式的对比分析[J].中国全科医学,2012,15(11A):3642-3644.
[5]谢芳.千金方的全科医学思想研究[D].济南:山东中医药大学,2012:3
[6]杨建宇,姜丽娟.关于中医全科医学发展的思考[J].中国中医药现代远程教育,2014,12(18):134-136.
[7]教育部等六部门关于医教协同深化临床医学人才培养改革的意见[J].中国乡村医药杂志,2015,22(2):103-104.
[8]刘洪凯,张守琳.中医全科医学教学模式的几点思考[J]中国中医药现代远程教育,2014,12(20):99-100.
[9]教育部、卫生部关于加强医学教育工作提高医学教育质量的若干意见(教高[2009]4号)[J].卫生职业教育,2009,27(10):5-6.
[10]薛军堂,孟毅,王森,等.中医全科医学研究生教育模式的思考[J].中国中医药现代远程教育,2015,13(12):97-98.
[11]郭清,王勤荣,杜亚平,等.中国全科医生培养的现状、问题和对策[J].中国全科医学,2004,7(5):291-297.
[12]刘广宇,姜丽娟,龙鑫,等.中医全科住院医师规范化培训的实施成效分析与策略探讨[J].中国毕业后医学教育,2017,1(1):40-43.
[13]辛意,刘谨玮,郝佳佳.中医全科医师规培社区实践的带教模式探讨[J].继续医学教育,2016,30(12):9-10.
[14]张立威,王家骥.高等医学院校开展全科医学教育的Swort分析[J].实用全科医学,2008,6(4):380-381.
[15]郭春雨,王永志.初探中医专业研究生教学中研思维与能力的培养[J].临床医药文献杂志,2015,2(27):5758-5759.
[16]赵家义,韩一平,袁鹏群,等.浅谈研究型医院全科医师科研能力的培养[J].中国高等医学教育,2015(3):22-23.
[17]刘小平,路孝琴,黄亚芳,等.我国全科医学教育培训中的问题与建议[J].继续医学教育,2010,24(6):4-6.
[18]赵欣欣,孙晓婷,潘志刚,等.英美中三国全科医生培养模式对比研究[J].中国全科医学,2018,21(22):2660-2663.
[19]郭栋,刘更生,张蕾.师承教育融入高等中医全科人才培养的探索[J].中国中医药现代远程教育,2014,12(20):86-87.
[20]门寒隽,韩建军.当前我国全科医学师资队伍建设中的问题及对策[J].中国全科医学,2006,9(3):185-187.