The ideological and political education in standardized residency training plays an important role in cultivating medical talents with noble medical ethics and exquisite medical skills. Teaching evaluation is an important method to promote teaching improvement and optimization. However, there are still some problems and challenges in the evaluation of ideological and political education for standardized residency training. This article proposes the ideological and political education of standardized residency training can be comprehensively evaluated by the context-input-process-product evaluation model from four aspects: background, input, process, and result evaluation. The aim is to provide solid support and guidance for the ideological and political education route in standardized residency training.
ObjectiveTo compare whether the training process of commissioned training residents from Tibet and non-commissioned training residents have achieved homogenized.MethodsThe training time and operation frequency data of 170 commissioned training residents from Tibet and 96 non-commissioned training residents of grade 2016 during the 19 months from September 2016 to April 2018 were collected. The 25 operational data of 11 departments that are representative and comparable are compared.ResultsThe two types of trainees completed the rotation of 47 different departments within 19 months, of which 45 departments were the departments where both types of students were rotated. Among these 11 departments, the average training time of trainees from Tibet in the Departments of Anesthesiology was lower than that of non-commissioned trainees (Z=–4.543, P<0.001). There were statistically significant differences in 7 of the 25 operating data (P<0.05). The operation number of arterial puncture and ventilator management (Intensive Care Unit); patient treatment (Department of Emergency); arterial puncture, ventilator management and intraoperative monitoring (Department of Anesthesiology) of trainees from Tibet were lower than those of non-commissioned trainees (P<0.05). The operation number of lung and mediastinal examinations (Department of Radiology) of trainees from Tibet was higher than that of non-commissioned trainees (P<0.05).ConclusionsDuring the training of the two types of trainees, the rotation schedule was basically the same, but there were differences in the clinical practice operations. Trainees from Tibet have higher requirements for radiology training. Trainees from Tibet will return to Tibet with independent practice needs, so their requirements of medical imaging skills operation would be higher. Due to language and training time, the critically ill, emergency first aid, and surgical skills of trainees from Tibet are not as good as those of non-commissioned trainees, and they need to gradually strengthen and improve these skills in subsequent trainings.
According to the "Regulations on clinical application management of medical technologies", physicians intending to carry out restricted technologies must undergo standardized training and pass assessments in accordance with the clinical application management standards for the respective technology. As ventricular assist technology is classified as a nationally restricted technology, standardized training is one of the essential conditions for its application. This paper primarily explores the standardized training for the clinical application of ventricular assist technology in Shanghai, in light of its background, clinical application, and current training status. It proposes the training requirements for ventricular assist technology, animal training assessment standards, and clinical practice assessment standards in Shanghai, aiming to promote the standardized development and high-quality advancement of ventricular assist technology in Shanghai.
Standardized residents training is a necessary way to cultivate qualified clinical physicians, and the teaching ability of their mentors will be a key factor affecting the quality of standardized residents training. In view of the problems existing in the current teachers training of standardized residents training, West China Hospital of Sichuan University has innovatively built a “coordination of six priorities” teachers training system to conduct hierarchical training for different types of mentors, in order to improve the quality and achieve homogenization of training. This article mainly elaborates on the problems in the current residents teachers training, the “coordination of six priorities” teachers training system of West China Hospital of Sichuan University, and the effect of the teachers training.
目的 调查规范化培训护士的职业自我概念现状，以期为其培训方案提供参考依据。 方法 2010年10月－11月采用护理专业自我概念量表对某三甲综合医院2009级、2010级175名规范化培训护士进行面对面问卷调查。 结果 88.37%规范化培训护士职业自我概念积极，5个维度得分从高到低分别是沟通交流、技能、灵活性、领导、满意度。2010级规范化培训护士职业自我概念总得分（t=?2.027，P=0.044）及领导维度得分（t=?3.258，P=0.001）高于2009级者，而技能（t=2.120，P=0.036）、灵活性（t=2.054，P=0.042）维度得分低于2009级；有职业兴趣的规范化培训护士其领导维度得分高于无职业兴趣的规范化培训护士（t=2.063，P=0.043）。 结论 护士规范化培训中除注重技能培训外还应加入情感教育课程，建立领导能力评价体系等。
目的：调查规范化护士培训质量，了解受训护士对培训工作的感受及需求。方法：采取自制问卷，分20个条目对接受规范化培训的320名护士进行问卷调查。采用5级评分法进行质量评价。结果：医院30个科室培训质量平均得分为82.9分，在调查条目中得分最高的前三位分别是：科室护士长支持、临床护理老师的专业基础理论和专科护理理论方面(得分：4.48、4.44、4.34)。得分最低的后三位分别是：培训科室其他护理老师的教学意识、临床护理老师因材施教和带教老师对学员工作的及时肯定(得分：3.55、3.75、3.88)。结论：医院护士规范化培训管理工作有待进一步完善和加强，护士规范化培训对新进护理人员专业能力培养具有积极的促进作用。加强护理部对临床科室护士培训的规范化管理，强化科室护理人员教育意识和教学能力是保证科室规范化护士培训质量的关键。