医学教育管理 ›› 2018, Vol. 4 ›› Issue (4): 263-266,275.doi: 10.3969/j.issn.2096-045X.2018.04.001

• 人才培养 •    下一篇

以岗位胜任力为导向的临床医学人才培养模式构建与实施

王维庆1 ,邵宗鸿2 ,徐哲龙3 ,李晓霞1,黄国伟4 ,苏振兴5 ,张建宁6   

  1. 1. 天津医科大学教务处,天津 300070;2. 天津医科大学第二临床医学院,天津 300211;3. 天津医科大学基础医学院,天津 300070;4. 天津医科大学公共卫生学院,天津 300070;5. 天津医科大学医学人文学院,天津300070;6. 天津医科大学第一临床医学院,天津 300052
  • 收稿日期:2018-06-22 出版日期:2018-08-20
  • 通讯作者: 张建宁

Construction and implementation of post-competency-orientated medical training mode

Wang Weiqing1, Shao Zonghong2, Xu Zhelong3, Li Xiaoxia1, Huang Guowei4,Su Zhenxing5,Zhangjianning6#br#   

  1. 1. Office of Academic Affairs of Tianjin Medical University, Tianjin 300070, China; 2. The Second Clinical Hospital of Tianjin Medical University, Tianjin 300211, China; 3. School of Basic Medical Sciences, of Tianjin Medical University, Tianjin 300070, China; 4. School of Public Health, of Tianjin Medical University, Tianjin 300070, China; 5. School of Medical Humanities, of Tianjin Medical University, Tianjin 300070, China; 6. The First Clinical Hospital of Tianjin Medical University, Tianjin 300052, China
  • Received:2018-06-22 Online:2018-08-20
  • Contact: Zhangjianning

摘要: 第三次医学教育改革的核心内容是医学卫生人才的“岗位胜任能力”。国内调查结果显示年轻临床医师在临床基本能力、医患沟通能力、终生学习意识等方面的能力存在缺陷。天津医科大学构建并实施以岗位胜任力为导向的医学人才培养模式。通过优化课程体系、改革教学方法,构建了以“岗位胜任力”为核心,通过“基础与临床、临床与预防、医学与人文、本科和研究生教育”相互融合,培养“人文素养高、预防观念先、专业基础实、临床技能强”的高素质临床医学专业人才。初步解决了人才培养与社会需求脱节、基础与临床脱节、临床与预防脱节、医学与人文脱节等问题;解决了医教协同背景下本科教育和研究生教育的有效衔接问题,特别是实践能力和科研能力的培养。

Abstract: The core content of the third medical education reform is the "post competency" of medical and health talents.The domestic survey found that young clinicians are inadequate in basic clinical skills, doctor-patient communication skills,and life-long learning awareness. Tianjin Medical University builds and implements a training mode for medical personnel orientated on post competency. By optimizing the curriculum system and reforming teaching methods, we have built talents training mode that regards “post competency” as the core and integrates “basic and clinical medicine, clinical and preventive medicine, medicine and humanities, undergraduate and postgraduate education” to cultivate the high-quality clinical medical professionals with “high humanistic quality and advanced prevention concept, profound professional basic knowledge and great clinical ability”. We preliminarily have solved the problems that the disconnection of “personnel training and social needs, basic and clinical medicine, clinical and preventive medicine, medicine and humanities”. And we have worked out how to effectively link up undergraduate education and postgraduate education under the background of collaboration between medicine and education, especially in practical ability and scientific research ability training.