诊断学理论与实践

诊断学理论与实践 ›› 2016, Vol. 15 ›› Issue (06): 619-622.doi: 10.16150/j.1671-2870.2016.06.014

• 论著 • 上一篇    下一篇

儿科学专业学位硕士、博士研究生培养质量相关因素的调查和评估

吴静燕, 郑珊, 周文浩, 陈超, 黄国英   

  1. 复旦大学附属儿科医院教育培训部,上海 201102
  • 收稿日期:2016-09-15 出版日期:2016-12-25 发布日期:2022-07-27
  • 通讯作者: 黄国英 E-mail: gyhuang@shma.edu.cn

Investigation and evaluation on quality of postgradusate training in pediatrics

WU Jingyan, ZHENG Shan, ZHOU Wenhao, CHEN Chao, HUANG Guoying   

  1. Education & Training Department, Children's Hospital of Fudan University, Shanghai, 201102, China
  • Received:2016-09-15 Online:2016-12-25 Published:2022-07-27

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摘要： 目的: 对儿科学专业学位硕士和博士课程体系及临床培养中各规定的执行情况进行调查和评估,寻找提升专业学位研究生培养质量的对策。方法: 采用自行设计调查问卷,对在复旦大学附属儿科医院2005级至2012级儿科学专业学位硕士及博士研究生在毕业前进行问卷调查,问卷分为课程体系设置评估和临床能力培养执行情况评估2个部分。课程体系设置评价包括培养单位自行设置的课程实用性、课程内容和课程实施效果;总体学习效果评价包括对学生课题研究的帮助和对学生提高临床能力的帮助。临床能力培养执行情况以导师带教频率、导师带教责任、临床轮转教学方式和培训后研究生临床操作规范性进行自我评价。结果: 课程体系评价中,儿科学高级教程的课程内容和课程实施效果最佳。工具类课程在课程实用性、课程内容及课程实施效果三方面得分均较高。导师经常讲授业务技术及亲自带教者占83.04%。参加病例讨论及跟教授查房被认为是轮转中提升学生临床能力的有效方式。结论: 教学医院可采取调整课程,开设符合临床医师实际需求的课程及多种有效教学方式并强化出科考核,以此来提升专业学位研究生培养质量。

关键词: 儿科学, 临床专业学位, 培养质量, 课程体系, 评估

Abstract: Objective: To investigate and evaluate the curriculum system and clinical skill training of pediatric masterate and doctorate course for finding an approach to improve the quality of postgraduate training in pediatrics. Methods: Pediatric masterate and doctorate students of 2005 to 2012 at Children Hospital of Fudan University receive a survey of self-designed questionnaire before graduation. The questionnaire consisted of two parts: curriculum system and clinical skill training. The evaluation for curriculum system consisted of three sections: practicability of curriculum, content of curriculum and implemental efficacy of curriculum; the overall efficacy consisted of benefits for research project and benefits for ability of clinical skill. Evaluation of clinical skill training included the frequency of teaching, responsibility grade of clinical instructors, pattern of clinical rotation and self-assessment of clinical skill mastering after training. Results: For curriculum system, the content and implemental efficacy of senior course was the most effective. Clinical skill courses got high scores for their utility, content and implementing effect. Of the tutors 92.9% gave the students instructions every month, and 1.79% neither gave their students instructions nor provided supervision. Attending clinical case conference and following the ward general round by senior physicians were the best approaches for improving the clinical skill ability during clinical rotation. Conclusions: Teaching hospital could improve the quality of postgraduate training through adjusting the courses, setting up new courses that meet the needs of clinical students, and adopting effective teaching methods to reinforce the clinical rotation education.

Key words: Pediatrics, Degree of clinical courses, Training quality, Curriculum system, Assessment

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