学术交流促进学习型医院形成的理论与实践
|
摘要
学习型组织理论是当今世界最前沿的管理学理论之一,为世界知名企业广为应用和实践。创建学习型医院是将此理论应用于医院建设之中,促进医院与时俱进,跟上时代的步伐,永葆医院发展活力和创新潜质。本文通过对学习型组织理论、知识管理、学习型医院概念的了解,深入研究创建学习型医院的必要因素,通过大量的实践研究及其产生的研究结果,分析论证了学术交流对促进学习型医院的形成具有至关重要的作用。提出了进一步完善学术交流管理机制,促进创建学习型医院的发展进程。
Accompany with the arriving of knowledge and economy era, science and technique have get striking development with the emerging of lots of new knowledge continuously, simultaneously numbers of new medical theory and technique have arisen. Establishment of the learning type organization and society has become to urgent requirement. For the hospital that is knowledge-intensive organization, it is necessary to change its model to learning type to fit the increasing competition and to lead the way in the medical market. It has been proved that the learning type organization was not only effective to all kinds of enterprises, but also suitable to hospitals which was in the nature with intensive knowledge, intensive technique and intensive intelligence and were organized with business management model. By collecting and summarizing large numbers of practical experiences, the author analyzed the significance of academic communication which is important in the establishing of learning type hospital, especially for the mechanism:
1. Establishment of the learning type organization actually is the process of the promotion the learning of the team of the organization. The foundation of the learning type hospital has the learning behavior characteristics which include the improvement of the group intelligence quotient, the enhancement of the learning ability of the employees which is very important in boosting the science and technology innovation and improvement the whole strength of the hospital. Convenient learning route and good learning environment should be provided to the employees by launching academic communication. It needs build the correct objectives, choose better contents, and take effective pathways and proper forms which are in light of the specialty of the hospital and the organization of hospital academic communication. Individual study is the fundamental unit of learning organization and team study is the best way. Team study can promote the study
Accompany with the arriving of knowledge and economy era, science and technique have get striking development with the emerging of lots of new knowledge continuously, simultaneously numbers of new medical theory and technique have arisen. Establishment of the learning type organization and society has become to urgent requirement. For the hospital that is knowledge-intensive organization, it is necessary to change its model to learning type to fit the increasing competition and to lead the way in the medical market. It has been proved that the learning type organization was not only effective to all kinds of enterprises, but also suitable to hospitals which was in the nature with intensive knowledge, intensive technique and intensive intelligence and were organized with business management model. By collecting and summarizing large numbers of practical experiences, the author analyzed the significance of academic communication which is important in the establishing of learning type hospital, especially for the mechanism:
1. Establishment of the learning type organization actually is the process of the promotion the learning of the team of the organization. The foundation of the learning type hospital has the learning behavior characteristics which include the improvement of the group intelligence quotient, the enhancement of the learning ability of the employees which is very important in boosting the science and technology innovation and improvement the whole strength of the hospital. Convenient learning route and good learning environment should be provided to the employees by launching academic communication. It needs build the correct objectives, choose better contents, and take effective pathways and proper forms which are in light of the specialty of the hospital and the organization of hospital academic communication. Individual study is the fundamental unit of learning organization and team study is the best way. Team study can promote the study
引文
[1] 张永森, 单耀娟. 对创建学习型医院的思考. 江苏卫生事业管理[J], 2004,15(3):29-29.
[2] 汗光宝, 周成超. 浅谈学习型医院的创建. 中国农村卫生事业管[J],2004, 24(2):30-31.
[3] 张声雄主编. 《第五项修炼导读》导读. 上海三联书店, 上海, 2001,1.
[4] 郭岩. 时应新形势建设学习型医院. 中国医院管理[J],2004,24(10):58-59.
[5] 陈旭东. 21 世纪医院管理新范式-学习型医院.江苏卫生事业管理[J], 2002,13(6):6-9.
[6] 王文新, 刘红阳, 金瑷瑛. 创建学习型医院的几点看法. 中国医院管理杂志[J], 2004,24(3):60.
[7] 马克思恩格斯选集四卷. 人民出版社, 北京, 1972:P226-7.
[8] 马克思恩格斯选集四卷. 人民出版社, 北京, 1972:P243.
[9] 毛泽东选集第一卷, 人民出版社, 北京, P43.
[10] 浅谈团队学习 http//WWW.ahjgxy.com.
[11] 牛继舜. 论团队学习的影响. 现代管理科学[J], 2004,4:43-44.
[12] 王宁华, 沈红权, 还一平. 继续医学教育是医院可持续发展的有效途径. 继续医学教育, 2002,16(4):10-12.
[13] 郑存库. 学术交流对地方高校科学研究的推动作用. 科技管理研究[J], 2005,3:116-117.
[14] 詹素华. 创建学习型医院 激活组织生命力. 现代医疗卫生[J], 2005,21 (4):487-488.
[15] 毛泽东选集第一卷, 人民出版社, 北京, P16.
[16] 方立, 王莉萍. 医院学术活动中存在的问题及管理对策. 农垦医学[J], 2001,23(4):277-278.
[17] 黄艳梅, 李春华, 黄淑丹. 创建学习型医院的探讨. 现代医院[J], 2004,4 (11):2.
[18] 梁宇虹. 培养学习型人才创建学习型医院. 煤炭高等教育[J], 2004,22 (1):103-104.
[19] 傅林凤, 赖瑞南. 创建学习型医院探讨. 浙江预防医学[J], 2005,17 (3):58-60.
[20] 郑肇青, 张策. 学术讲座对教学科研的促进作用. 陕西医科大学学报[J], 2003,34(增刊):58-59.
[21] 胡瑞青. 继续医学教育学术活动管理工作探讨. 继续医学教育[J], 2003, 17(3):6-8.
[22] 郑玉英. 我院开展继续医学教育工作的实践和探索[J]. 继续医学教育, 2002,16(4):13-15.
[23] 阎惠中. 国际接轨与现行制度融合. 中国医院管理杂志[J], 2001,21 (10):16-18.
[24] 廖运荣 . 做学习型领导创学习型医院 . 中华医学丛刊 [J],2003,3 (7):108-109.
[25] 朱士俊, 李俊平. 医院文化与人本管理的理论与实践. 中华医院管理杂志[J], 2003,12:705-708.
[26] 沈启莹. 创建学习型医院全面提高人员素质. 深圳中西医结合杂志[J], 2005,15(2):25-26.
[27] 于月成, 李红梅, 辛晓燕, 等. 重视继续医学教育建设学习型医院. 西北医学教育[J], 2005,13(1):218-219.
[28] 耿锦虹, 赵新如. 把经常性学术活动纳入继续医学教育. 继续教育学会 月刊[J], 2003,4:55-56.
[29] 张惠如. 建设学习型医院的探讨. 中国农村卫生事业管理[J], 2003,24 (9):34-35.
[30] 黄莉, 李延沂, 钟秉微, 等. 创建学习型医院加快医院发展. 中国医院[J], 2005,9(2):59-61.
[31] 那种激励对员工最有效:http//WWW.hroot.ccad/ciicquest.
[32] 王景棋. 医院形象塑造的难点刍议. 中国医院管理学杂志[J],2006,26 (11):56-57.
[33] 李涛, 雷霖, 杨长浩. 医院发展观和医院文化. 中华医院管理杂志[J], 2006,26(11):58-59.
[2] 汗光宝, 周成超. 浅谈学习型医院的创建. 中国农村卫生事业管[J],2004, 24(2):30-31.
[3] 张声雄主编. 《第五项修炼导读》导读. 上海三联书店, 上海, 2001,1.
[4] 郭岩. 时应新形势建设学习型医院. 中国医院管理[J],2004,24(10):58-59.
[5] 陈旭东. 21 世纪医院管理新范式-学习型医院.江苏卫生事业管理[J], 2002,13(6):6-9.
[6] 王文新, 刘红阳, 金瑷瑛. 创建学习型医院的几点看法. 中国医院管理杂志[J], 2004,24(3):60.
[7] 马克思恩格斯选集四卷. 人民出版社, 北京, 1972:P226-7.
[8] 马克思恩格斯选集四卷. 人民出版社, 北京, 1972:P243.
[9] 毛泽东选集第一卷, 人民出版社, 北京, P43.
[10] 浅谈团队学习 http//WWW.ahjgxy.com.
[11] 牛继舜. 论团队学习的影响. 现代管理科学[J], 2004,4:43-44.
[12] 王宁华, 沈红权, 还一平. 继续医学教育是医院可持续发展的有效途径. 继续医学教育, 2002,16(4):10-12.
[13] 郑存库. 学术交流对地方高校科学研究的推动作用. 科技管理研究[J], 2005,3:116-117.
[14] 詹素华. 创建学习型医院 激活组织生命力. 现代医疗卫生[J], 2005,21 (4):487-488.
[15] 毛泽东选集第一卷, 人民出版社, 北京, P16.
[16] 方立, 王莉萍. 医院学术活动中存在的问题及管理对策. 农垦医学[J], 2001,23(4):277-278.
[17] 黄艳梅, 李春华, 黄淑丹. 创建学习型医院的探讨. 现代医院[J], 2004,4 (11):2.
[18] 梁宇虹. 培养学习型人才创建学习型医院. 煤炭高等教育[J], 2004,22 (1):103-104.
[19] 傅林凤, 赖瑞南. 创建学习型医院探讨. 浙江预防医学[J], 2005,17 (3):58-60.
[20] 郑肇青, 张策. 学术讲座对教学科研的促进作用. 陕西医科大学学报[J], 2003,34(增刊):58-59.
[21] 胡瑞青. 继续医学教育学术活动管理工作探讨. 继续医学教育[J], 2003, 17(3):6-8.
[22] 郑玉英. 我院开展继续医学教育工作的实践和探索[J]. 继续医学教育, 2002,16(4):13-15.
[23] 阎惠中. 国际接轨与现行制度融合. 中国医院管理杂志[J], 2001,21 (10):16-18.
[24] 廖运荣 . 做学习型领导创学习型医院 . 中华医学丛刊 [J],2003,3 (7):108-109.
[25] 朱士俊, 李俊平. 医院文化与人本管理的理论与实践. 中华医院管理杂志[J], 2003,12:705-708.
[26] 沈启莹. 创建学习型医院全面提高人员素质. 深圳中西医结合杂志[J], 2005,15(2):25-26.
[27] 于月成, 李红梅, 辛晓燕, 等. 重视继续医学教育建设学习型医院. 西北医学教育[J], 2005,13(1):218-219.
[28] 耿锦虹, 赵新如. 把经常性学术活动纳入继续医学教育. 继续教育学会 月刊[J], 2003,4:55-56.
[29] 张惠如. 建设学习型医院的探讨. 中国农村卫生事业管理[J], 2003,24 (9):34-35.
[30] 黄莉, 李延沂, 钟秉微, 等. 创建学习型医院加快医院发展. 中国医院[J], 2005,9(2):59-61.
[31] 那种激励对员工最有效:http//WWW.hroot.ccad/ciicquest.
[32] 王景棋. 医院形象塑造的难点刍议. 中国医院管理学杂志[J],2006,26 (11):56-57.
[33] 李涛, 雷霖, 杨长浩. 医院发展观和医院文化. 中华医院管理杂志[J], 2006,26(11):58-59.
© 2004-2018 中国地质图书馆版权所有 京ICP备05064691号 京公网安备11010802017129号 地址：北京市海淀区学院路29号 邮编：100083 电话：办公室：(+86 10)66554848；文献借阅、咨询服务、科技查新：66554700 |