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Objective:To compile the evaluation scale of the quality of education in the clinical practice base of full-time Master of Specialist Nursing (MNS) based on student participation and the SERVQUAL model, evaluate the quality of clinical practice base, and provide reference for the evaluation of clinical practice base.Methods:Based on the theory of student participation and the SERVQUAL model, the evaluation scale of the educational quality of clinical practice base of MNS was constructed. By facilitating sampling methods, 176 MNS students from 11 universities in 6 provinces were selected, and a questionnaire of self-compiled general information and a survey of the evaluation scale of education quality of MNS clinical practice base were distributed.Results:The evaluation scale of education quality of clinical practice base of MNS contained 28 entries in five dimensions: tangibility, reliability, responsiveness, guarantee and empathy. The total Cronbach alpha coefficient of the scale was from 0.983 to 0.987, item level content validity index was from 0.92 to 0.96, scale level content validity index was 1 and the correlated coefficient of the structural validity Pearson was from 0.785 to 0.966. To explore factor analysis, the dimension value of the scale KMO value was greater than 0.7, and the expected part and the actual feel part KMO value were 0.956 and 0.963 respectively. The number of common factors was 2 and 3 respectively, and the cumulative interpretation variation was 79.1% and 78.4% respectively.The actual perception of the quality of education in the clinical practice base of MNS was lower than expected, and the differences in entries were statistically significant ( P<0.05). The analysis of multiple linear regression showed that the teaching time and level of clinical practice base undertaken by clinical practice base were the main factors affecting the expectation and actual feeling value ( P<0.05). The importance performance analysis analysis found that 11 entries were in the advantage zone, 3 entries were in the maintenance area, 12 entries were in the minor improvement area and 2 entries were in the priority improvement area. Conclusions:The evaluation scale of the quality of education of the clinical practice base of MNS have good confidence and validity. The actual degree of educational quality of the clinical practice base of MNS is lower than expected. The teaching time and level of clinical practice base undertaken by clinical practice base are the main factors that affect expectation and actual feeling. It is urgent to improve the theoretical knowledge and practice level of tutors and deal with occupational exposure experienced by MNS students.
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Background@#The country's health system is confronted with the potential threats of mass overseas migration and non-equitable distribution of health professionals including physicians. The UP College of Medicine (UPCM), despite being subsidized by the state, has its own share of this problem regarding its graduates. @*Objectives@#The objectives of this study were to look into the geographic distribution of practices among the alumni of UPCM and to identify the predictors of abroad-based practice. The period involved was entirely covered by the Regionalization Program (RP) and partially by the Return Service Obligation Program (RSOP). @*Methodology@#The geographic practice base among the UPCM graduates was determined and correlated through logistic regression with their pre-admission academic profile, namely Pre-Med General Weighted Average Grades (PGWAGs), National Medical Admissions Tests (NMATs), interview scores, entry rank, premed courses, admissions categories, Medicine General Weighted Average Grades (MGWAG), class rank, and board rating. @*Results@#Majority (51.3%) of the UPCM graduates practiced at the National Capital Region (NCR), around a quarter (26.1%) practiced in the province, and approximately one out of ten (11.4%) was based overseas. Associated with higher odds of practicing abroad were those with higher board rating, entry rank, NMAT, %MGWAG, %PMGWAG, class rank, and those admitted through the UP Medical Alumni Association in America (UPMASA) category. Other special categories such as high interview scores and BS Psychology graduates in pre-med lowered the chances of overseas migration and practice. @*Conclusion and Recommendation@#UPCM graduates with superb academic performance both in their premed course and in medicine would most likely establish their geographic practice abroad. In order to minimize the brain drain and overseas migration of UPCM graduates, the admissions policy must be revised towards shifting the focus from purely academic criteria to the non-academic attributes of the applicants.
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Education, Medical , Academic PerformanceABSTRACT
Objective To construct the dynamic assessment system for practice base of professional master's degree in clinical medicine.Methods The teaching managers,clinical experts,postgraduate tutors and postgraduates of seven tertiary general hospitals with standardized training qualifications for residents in Hunan province were selected.Using the literature review and site investigation,we drafted the framework and score-factor of the dynamic assessment indicator system and adopted the percentage system to construct the assessment system.Results We interviewed and discussed with 28 teaching managers,21 clinical experts,35 graduate tutors and 112 graduate students; the response rate of all interviewees was 100％.The dynamic assessment system was composed of 4 first-level indicators and 20 second-level indicators; the score-factor of the primary indicator was 25％,and the score-factor of the secondary indicator was 5％.Conclusion The established dynamic assessment system has reasonable indicators and strong operability,and can provide useful reference.
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Objective@#To construct the dynamic assessment system for practice base of professional master's degree in clinical medicine.@*Methods@#The teaching managers, clinical experts, postgraduate tutors and postgraduates of seven tertiary general hospitals with standardized training qualifications for residents in Hunan province were selected. Using the literature review and site investigation, we drafted the framework and score-factor of the dynamic assessment indicator system and adopted the percentage system to construct the assessment system.@*Results@#We interviewed and discussed with 28 teaching managers, 21 clinical experts, 35 graduate tutors and 112 graduate students; the response rate of all interviewees was 100%. The dynamic assessment system was composed of 4 first-level indicators and 20 second-level indicators; the score-factor of the primary indicator was 25%, and the score-factor of the secondary indicator was 5%.@*Conclusion@#The established dynamic assessment system has reasonable indicators and strong operability, and can provide useful reference.
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Objective To analyze the construction situation of the hospital postdoctoral innovative practice base,we can point out the outstanding problems in the postdoctoral work,and then provide reasonable suggestions to promote the construction of hospital postdoctoral base related.Methods The retrospective analysis methods were used to analyze the work of hospital postdoctoral innovation practice base.Results The scale of postdoctoral training in the base was small.The strength of postdoctoral tutors was weak.The construction of scientific research platform was not perfect.The postdoctoral station was influenced by age,the policy of resident doctor training and salary.Conclusions The hospitals should expand the channels of postdoctoral recruitment,strengthen the construction of tutors,improve the construction of scientific research platform,im prove the incentive mechanism,so as to improve the construction level of postdoctoral base effectively.
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@#Objective To focus on how to bring the international teaching methods, assessment methods and indicators of the rehabilitation clinical practice on the basis of the local conditions.Methods By analyzing the problems found in the years of clinical teaching, and combining with research status home and abroad, the clinical teaching standards of WCPT were analyzed, and the design of establishing international standard rehabilitation practical base in local area was proposed. This paper discussed and shared our learning and suggestion in practice.Results This paper solved a series of issues of this clinical practical base, such as positioning, training methods and assess, and broke the traditional teaching mode of emphasizing pedagogical part.Conclusion It is very important to strengthen the skills training, improve the assessment system, and establish multiple assessment ways to clinical skills.
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OBJECTIVE:To improve the quality of talent training of clinical pharmacy.METHODS:The present situation of teaching team in clinical pharmacy practice base were summarized to analyze the existing problems.The future development countermeasures were put forward in respects of thought,ability,system.RESULTS & CONCLUSIONS:The post cognition of clinical pharmacy teaching team can be strengthened by strengthening the awareness of clinical pharmacy teaching team,clarifying the responsibilities of clinical pharmacy teaching team and improving the curriculum system of teaching,The comprehensive ability and level of clinical pharmacy teaching team can be improved by improving the professional knowledge structure of clinical pharmacy teaching team,promoting the theoretical level and ability of teaching and strengthening the construction of teachers' ethics.The level of teaching team in clinical pharmacy practice base can be enhanced by constructing collaborative incentive and competition mechanism between universities and hospitals.It not only can guarantee the quality and effect of teaching,but also can adapt to the reform and development of higher education and public hospitals,improve the level of medical services.
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OBJECTIVE:To improve the quality of talent training of clinical pharmacy.METHODS:The present situation of teaching team in clinical pharmacy practice base were summarized to analyze the existing problems.The future development countermeasures were put forward in respects of thought,ability,system.RESULTS & CONCLUSIONS:The post cognition of clinical pharmacy teaching team can be strengthened by strengthening the awareness of clinical pharmacy teaching team,clarifying the responsibilities of clinical pharmacy teaching team and improving the curriculum system of teaching,The comprehensive ability and level of clinical pharmacy teaching team can be improved by improving the professional knowledge structure of clinical pharmacy teaching team,promoting the theoretical level and ability of teaching and strengthening the construction of teachers' ethics.The level of teaching team in clinical pharmacy practice base can be enhanced by constructing collaborative incentive and competition mechanism between universities and hospitals.It not only can guarantee the quality and effect of teaching,but also can adapt to the reform and development of higher education and public hospitals,improve the level of medical services.
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It is one of the key points for modernization and internationalization of traditional Chinese medicines to construct the Good Agricultural Practice (GAP) base of Chinese materia medica (CMM).GAP helps to minimize contamination and improve the quality of CMM during the plantation and the production of Chinese crude drugs.In this article,the status and development of CMM production bases of GAP in Guangdong Province,China,are presented.The suggestions upon the problems during the development of GAP for Chinese crude drugs are also provided.
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Pre-graduation practice is an important part of teaching work for preventive medical science.The article is about investigation on the pre-graduation practice of 85 preventive medical students just graduated,and some suggestions for improvement.It is found that the overall teaching effect is good,but there are some problems,mainly on the construction of practice base,practice contents and time,and also graduation design.
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Objective To improve the comprehensive nursing abilities in the practice process in the practice base, to adapt to the needs of the development of community nursing. Methods Convenient sampling was adopted, 83 nurses were divided into the experimental group (43 nurses) and the control group (40 nurses),who interned in the practice base in the years 2008 and 2009, the control group received con-ventional teachings, and the experimental group was given the teaching method and modes which were targeted at and focusing on the training of ability. The practice result was compared between the two groups.- Results Based on the teachers, the assessment and mixed capability were higher in the experimental group, by the employers' evaluation, all of the indicators were higher than the control group, and it is statistically significant. Conclusions It can improve various nursing abilities of the community nurses by the teaching method and modes which are targeted and focusing on the training of capability.
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Practice base of professional moral education of university is the important constituent of practice base of moral education of university. Practice base of professional moral education of university is a training place of undergraduate professional ideal、professional concept、professional attitude、professional discipline、professional style、professional value which be built by the nation、all levels of local government or university according as the moral education goal of university and the undergraduate body and mind law of development, specially the law of moral forms. The construction of practice base of professional moral education of university is a important action to enhance the actual effect of the professional moral education for medico. The construction of practice base of professional moral education of university ought to follow the policy of"being educated、enhancing ability、contributing" and the principle of "benefiting each other、adjust measures to local conditions and economy、understanding each other and integrating through free will". Finally the article discuss the pattern of the construction of practice base of professional moral education of university for medico and put forward three kind of patterns of the construction of practice base of professional moral education of universityaccording to the actual fact of the college.