医院管理者对医院感染管理工作认识程度的调查

目的 了解某省医院领导者对医院感染工作的认识程度.方法 发放调查表,对全省47所院139名医院管理者进行问卷调查,回收调查表,计算机录入进行统计分析.结果 119名医院管理者认为医院感染管理专业“非常重要”,占85.61％;72名管理者认为感染管理科设置为“兼有管理职能的业务科室”更加有利于其发展,占51.80％;77名医院管理者认为感染管理科的直接上级应为“医疗主管副院长”,占54.61％;多数管理者认为感染管理科应具备临床医学、预防医学、微生物、护理学、药学甚至管理学等多种学科的专业人员.结论 医院管理者对医院感染管理工作有一定认识,管理者对医院感染工作的认识程度直接影响医院感染事业的发展.     

5年制本科全科医学专业教学模式和课程设置探讨

近年来,国内部分高校开始尝试３年制医学专科全科医学教学以及全科医学成人教育等工作,并积累了一定的经验［１］。为此,安徽医科大学卫生系不失时机地从１９９９年开始招收５年制本科全科医学专业,现就其教学模式和课程设置基本思路作一初步探讨。１　５年制全科医生专业的培养目标通过５年系统的高等医学教育以及临床实习和社区社会实践等教学活动,努力使学生成为以人的健康为中心;家庭为单位、社区为范围;需求为导向;以妇女、儿童、老年人、慢性病人、残疾人等为重点;以解决社区为主要问题、满足基本卫生服务需求为目的,融预防…     

对相关群体医院成本管理意识的调查研究

通过问调查对医保管理者和医院管理者进行了医院成本管理意识,医保影响医院运行有关问题等调查。调查结果分析认为医保管理者和医院管理者一致认为医保制度对医院经营管理有一定压力;医院成本管理地医院经营管理具有重要意义,但医院管理者对其认同率较医保管理者低,应强化其医院成本管理意识;医院管理者本身由于学历和级别不同,对医院成本管理认识亦有差异,应加强宣传教育。     

医院经营者和员工对公立医院体制改革态度的调查分析

目的　了解公立医院中医院管理者、学科带头人和技术骨干对公立医院体制改革的态度 ,探讨公立医院体制改革的模式与方法。方法　设计调查问卷 ,现场无记名调查 ,并进行统计分析。结果对 5 5所二三级医院 190 4人调查认为 ,有 84 9%赞同所在单位体制改革 ,有 89 7%的人能积极参与 ,有86 8%的人认为体制改革应从大中型医院起步 ,有 96 6 %的人选择国有控股的股份制、国有民营、非公有制医院等模式 ,其中有 6 6 %的人选择国有控股的股份制改革模式。结论　大多数公立医院的医院管理者、学科带头人和技术骨干等都高度认同和积极支持公立医院体制改革。他们对公立医院体制改革的模式和方法等 ,与政府出台的指导性意见一致 ,适时推进公立医院体制改革已具备良好的思想基础。     

广西百余所医院急诊科存在的问题和建议

目前各级医院领导都已认识到急诊科是医院的重要窗口,急诊工作的好坏直接代表着医院的形象,并在一定程度上还代表着医院的整体医疗水平。但是中小城市的医院在急诊科的建设和管理中还存在很多问题。在此,就其建设中存在的问题和解决办法谈谈看法。一、急诊科建设中问题（一）无统一的模式和专业设置：卫生行政管理部门在各种文件中虽然对急诊科有一定具体要求,但对急诊科应当建成一个什么样的模式却无明确规定。（二）急诊医学专业设置不明确：现在仍然有不少人认为急诊医学不是一门独立的学科,由于专业设置不明确,更谈不上急诊医学的…     

医院管理者对医院感染管理工作人员任职条件认识程度调查

目的了解内蒙古自治区各医院管理者对医院感染管理工作人员任职条件的认识程度。方法应用统一的调查表,对内蒙古自治区173所医院的医院管理者关于医院感染管理工作人员任职条件进行调查。结果445名医院管理者中,认为医院感染管理科工作人员应具备预防医学、临床医学、护理学专业背景的比率最高,分别占20.09%、19.89%、18.05%。对于医院感染管理科主任,认为其应具备高级职称者占58.20%,应具备本科以上学历者占89.44%,应在医院工作2～5年者占43.37%。认为医院感染管理科主任应具备的最重要的能力为业务能力和管理能力,分别占34.92%和30.93%。结论医院管理者对医院感染管理工作人员的任职条件倾向于业务能力强,具备一定的管理能力,以及具有多学科背景的复合型人才。     

无锡二院“人才树工程” “人才树工程”促进医院的可持续发展

<正>目标明晰,主动学习三年来,医院组织中级以上专业人员早读课175场次,参训53 695人次,员工参与率达98%以上:初级专业人员晚读课87场次,参训15 242人次,员工参与率98%以上。人才助推,学科跨越医院先后有90人次赴外学术交流,已培养10余位博士:4名人才被确认为省级领军、医学重点人才,5名学术骨干入选无锡市医院管理中心"导师制"培养对象,3人入选市首席医师,4人评为院级首席专家,13人评为二院名医,年薪制人员44名;学科突破性发展,创建省级重点学科1个,省级临床重点专科9个,省级医学创新团队1个,市级医学重点专科9个,居于省市前列。科研创新,喜结硕果近三年,医院新技术获奖位居全省前列,全市第一。获中华医学科技奖首个卫生管理奖、中国医院创新奖、恩德思医学科学技术奖、国家自然科学基金项目多项及无锡市"腾飞奖"等。     

军队医院中级管理人员《医院管理学》任职培训现状

军地医改的深化对军队医院的管理提出新的要求,在相应的任职教育培训中,应结合这些要求变化进行相应的调整。本文通过访谈方式,发现中级管理者的医院管理专业学习需求侧重于医院外部决策能力、医院内部管理能力和军队特殊管理体制三方面;通过问卷调查,获得医院管理学课程设置的理论课比重、专题的选择和实践课内容的需求情况。     

遵循循证医学理念提高医院管理绩效

循证医学的兴起,为医院管理者提供了新的思路。文章探讨了循证医学与医院管理的关系:二者相辅相成;二者的契合点在于以人为本;可持续发展是二者的最终目的。阐述了在医院管理中如何遵循循证医学的基本理念,并提出4点措施:积极开展系列培训,使医务工作者对循证医学有充分的认识和理解;加强医院基础建设,为实施循证医学创造条件;以人为本,构建学习型医院;开展临床科研,循求医学证据。     

国外医院管理的现状及发展趋势

医院管理学比医学中其他学科发展的晚。近代医学都有二、三百年的历史,而医院管理,作为一门科学仅有五十多年的历史。本世纪初期由于医院的迅速发展,医院里的医疗日趋复杂,要求医院管理者有一定的医学知识,同时也需要经营管理知识。受美国泰罗企业科学管理的思想影响,在美国外科协会开     

从美国高校的卫生管理课程看该领域的学术内涵

目的 为了探讨医院管理学科的学科体系及其成熟性。方法 在北卡大学学习时机，利用因特网查询了北美地区的开设卫生管理专业的课程，选择１９９９年卫生管理教育排序的前１０名大学课程内容为研究对象。结果 共分出工具性学科、经济学、法学、管理学、社会中的卫生体制、医疗机构外部战略、医疗机构内部战略、总结性课程、学习课程和研究课程等１０大类。结论 分类展现了北美地区的卫生管理教育内容轮廓，说明卫生管理已是一个成     

Four years' experience of an undergraduate medical nutrition course.

In 1992 the medical colleges of The Royal London and St Bartholomew's hospitals launched a new curriculum in which basic medical sciences were to be integrated with early exposure to clinical medicine in the first phase. The curriculum was to be modular and integrative, combining clinical and medical-science-based teaching of body systems, rather than the traditional teaching by departmental discipline. We describe the inception, content and evaluation of a 7-day course on nutrition which was developed as part of this curriculum. It was rated highly by the students, whose feedback led to important modifications. The programme works well in practice, and could provide a useful guide for other schools about to set up nutrition courses for medical students.     

在医学生中开展医院感染教育的初探

目的在医学生中树立起医院感染的意识,为临床培养合格人才. 方法组织专家编写教材,以选修课的形式供医学生选择. 结果通过开展医院感染教育,使医学生牢固树立起医院感染的概念,促进了医院感染工作的开展,扩大了医院感染在医学院和社会上的影响. 结论在医学生中开展医院感染教育是非常必要的.     

Developing service-based teaching in health education for medical students.

In the expanding concern about the social-behavioral aspects of health care in medical education, health education has opportunities for making itself an important part of basic medical training. The need is to actually define a physician's appropriate educational tasks and competencies as a basis for curriculum development in health education which would ideally be integrated into the whole educational program. This case study presents efforts to develop an educational service component at a rural health center which, connected to a major teaching hospital, serves as a learning base for medical students. Through trial and student feedback a program has been developed which includes patient counseling, evaluative home visits, group education sessions, exit interviews, medication counseling, community needs assessment and educational consultation with local school teachers. With this program as a foundation, the goal is to integrate health education learning throughout the rest of the medical curriculum.     

The case for undergraduate medical education in healthcare business and management

Current undergraduate medical education does notprepare students to approach the intricacies of healthcare business. This absence within medical education creates significant challenges for physicians throughout their careers. The field of academic medicine has clearly documented the need for medical education to prepare students for practice management, yet there exist only a small number of attempts at exposing students to healthcare business and management. The authors argue that this curriculum must start at the level ofundergraduate medical education. Furthermore, this curriculum must possess the basic components of support, integration, practicality, application, and continuation. Fulfilling these requirements will allow for the successful adaptation of the healthcare business and management curriculum.     

中美卫生检验专业课程设置比较及专业能力核心课程探讨

目的 比较中美卫生检验本科专业的课程设置，为我国卫生检验本科专业的课程设置改革提供参考。方法 通过网络搜索和文献查询，获得美国开设卫生检验专业的学校信息、课程设置情况和专业能力核心课程，并以四川大学卫生检验专业和美国佛蒙特医学检验专业卫生检验方向课程设置为例进行比对。结果 与美国佛蒙特学校的同类专业比较，四川大学卫生检验本科专业课程设置中基础医学内容偏少、实践课比例需要加强，化学相关课程比重更高，美方更侧重疾病控制方面的课程；美方凝练了25门专业能力核心课程。结论 我国的卫生检验（与检疫）本科专业的课程值得进一步优化并凝练专业能力核心课程。     

Development of knowledge in basic sciences: a comparison of two medical curricula

Medical Education 2012: 46 : 1206–1214 Context Basic medical sciences education differs among medicine courses, especially as traditional and integrated problem‐based learning (PBL) curricula teach basic sciences in very different ways. The literature shows no clear differences in the performance of students of these different educational philosophies. The Charité Medical University of Berlin (Charité Universitätsmedizin Berlin) teaches both a traditional medical curriculum (TMC) and a PBL reformed medical curriculum (RMC). Both curricula conduct the Progress Test in Medicine (PTM), which examines competence in the basic and clinical sciences from the first to the last semester. Objectives The aim of this study was to compare the development and retention of knowledge in the basic medical sciences between students on the traditional and reformed undergraduate medical curricula, respectively. Methods For each student and single PTM, relative frequencies of correct answers were computed for basic sciences items only and for the whole curriculum. Frequencies were averaged and grouped by semester and curriculum. Analyses of variance (anova s) were performed at all measurement points with a Bonferroni‐corrected p‐value at the level of p < 0.005. Eta‐squared (η²) was used to classify effect size. Results In the first three semesters, RMC students slightly outperform TMC students in the basic sciences, although TMC students receive more systematic teaching. After this, TMC students develop a peak of knowledge in basic sciences and overtake RMC students. The knowledge of TMC students then decreases over time, but despite this, they perform better in the final semester. Students on the RMC show constant progress throughout their undergraduate studies. Overall, the development of medical knowledge is consistent in both curricula. There is no significant difference in this outcome between the traditional and PBL courses. Conclusions Progress testing as a longitudinal method allows us to better understand the development of knowledge during formal undergraduate education. The main difference between traditional and problem‐based medical education seems to be provoked by the high‐stakes national examination undertaken in the traditional course (the Physikum).     

Placing the humanities perspective in the health professional curriculum

Most health professional education consists of three separate stages: a general background that provides a humanities perspective, a core of basic science or theory courses, and lengthy clinical experiences. Challenges to this strict compartmentalization and sequencing have led to limited humanities and social sciences training for health professional students. A constant struggle for time allocation occurs between preclinical and clinical faculty. What place can be found in an already crowded curriculum for a humanities perspective, especially when this perspective has supposedly been addressed at an earlier stage in each student's education? This article proposes that a humanities perspective is one of three distinct themes of a professional's education (along with theory and practice) and also the necessary cultural context out of which the professional judges him- or herself. The importance of the humanities perspective is such that the present sequenced pattern should be reconsidered and more attention given to the integration of the three major educational themes throughout students' training.     

课程思政视角下医学生劳动教育的思考与探索

劳动教育是医学生思想政治教育的重要组成部分,是医学生成长的必经之路,是中国特色社会主义教育体系的重要内容,其中更是蕴含了辛勤劳动、无私奉献、敢于担当的教育内容,与医学生的职业素养相吻合。该文指出医学院校的劳动教育需要充分发挥“课程思政”的作用,坚持思政课的育人使命,深化专业课的育人价值,积极推进医学生劳动教育实践课程,将劳动教育融入思政课、专业课和实践课。影响医学生的劳动精神面貌,全面提升医学生的劳动技能,培养正确的劳动价值观。     

课程创生取向对医学教育课程改革的启示

目的:通过医学教育改革,在医学教育过程中,要牢固树立"课程创生取向"意识.方法:通过课程创生取向对"课程实施过程"的再认识,对"课程实施过程中教师和学生角色"的再定位,不断提倡"解放主体,发展个性"的教育目标.结果:彻底克服教师在课程实施中始终处于"忠实执行者"、"相互适应取向"的层面,应用"课程创生取向"理念,使教师与学生成为课程和课程变革的唯一的、真正的主体.结论:在课程创生取向的指导下,实现课程与教学的有机整合.