ABSTRACT
Constructing a doctor-patient community with a shared future requires efforts from both the medical supply side and the patient demand side, with special attention to the needs of patients. Continuously meeting and improving the needs of patients is the starting point, ultimate goal, and evaluation standard for constructing a doctor-patient community with a shared future. Therefore, this paper proposed the proposition of "what patients need", that is, what needs do patients have and how to meet their needs. The fundamental needs of patients are to diagnose and treat diseases and recover from illness, which are specifically manifested in the demands to narrate the disease’s feelings, the willingness to participate in medical decision-making, the experience of diagnosis and treatment in the process of medical treatment, and the satisfaction evaluation of the hospital’s performance appraisal. On the basis of clarifying the needs of patients, this paper proposed the paths and methods to meet patients’ needs, and provided new ideas for constructing a doctor-patient community with a shared future.
ABSTRACT
Objective To constructthe nurse job satisfaction index evaluation system by analytic hierarchy process (AHP) so as to provide theoretical basis for nursing managers. Methods Semi-structured interviews and literature review were used in establishing the preliminary nurse job satisfaction evaluation index system.The Delphi method was applied in expert consultation and a three-level index system was established, the weight, the largest eigenvalue and the weight vector were all calculated. Index consistency was inspected. Results 4 first-level indicators, 13 second-level indicators and 39 third-level indicators were established.The weight was 1.630 0-3.280 0 for the first-level indicators, 0.4494-1.4723 for the second-level indicators and 0.0913-0.783 9 for the third-level indicators.The weight vector was 0.038-0.616 for the first-level indicators,0.045-0.750 for the second-level indicators and 0.041-0.875 for the third-level indicators.The max-eigenvalue was 4.231 for the first-level indicators,6.226 for the second-level indicators and 4.176 for the third-level indicators. The consistency test value of judgment matrix ranged from 0.000 to 0.077, and the consistency ratio was less than 0.1. Conclusions With distinct gradation,clear structure, reasonable weight and rich content, the index system provides a theoretical basis for the nurse job satisfaction evaluation.
ABSTRACT
Objective Our purpose was to evaluate the teaching satisfaction of clinical epi-demiology among medical postgraduate and to come up with measures for further improvement of teaching quality. Methods A self-administered questionnalre was given to all the medical postgradu-ates and doctoral students of Grade 2013 by cluster sampling when they finished the course of clinical epidemiology. A total of 559 graduate students, including 324 graduate students (58%), 235 doctoral students (42%), recruitment graduate students 350 (62.6%), on-the-job graduate student 209 (37.4%).The contents of the questionnalre included many aspects such as the investigation object in general, teaching materials evaluation satisfaction, curriculum and teacher satisfaction evaluation. Respondents ' self-administered manner was adopted. Parallel input was done by using Epidata software; data were analyzed with SPSS 19.0 software, continuous variable was made by x±s, categorical variables was expressed by n(%). Continuous variables were compared among groups by t test and analysis of vari-ance. Classification grouping variable was compared by chi-square test, and P<0.05 for the difference was statistically significant . Results Overall evaluation of theory was below that of the internship teaching materials. The satisfaction rate of practicability, meeting the learning needs and difficulty degree for theory and practice teaching material were 83.7% (468/559), 87.5% (489/559), 67.1% (375/559) and 92.7%(518/559), 89.6%(501/559), 83.0%(464/559) respectively. 41.6%(87/209) of on-the-job students and 36.7% (119/324) of postgraduates considered theory teaching material was difficult for them. The satisfaction rate for faculty teaching attitude (99.5%, 556/559), faculty teaching method (98.6%,551/559), the theories combining with practice teaching method (97.5%, 545/559) were high, but the satisfaction rate for teaching hours was low (67.4%, 377/559), with one third students consider more hours for the course. Conclusion The Teaching effect of clinical epidemiology is falrly good in our school. The postgraduates are satisfied with the teaching materials, curriculum setting, and teach-ing faculty. But there are also some shortcomings. In the future teaching work, we should appropriately increase the hours, and set corresponding teaching contents and methods according to the different learning characteristics of the on-the-job graduate students and recruitment graduate students, to improve the teaching effect and teaching quality.
ABSTRACT
Objetivo: evaluar la satisfacción de los estudiantes con su proceso formativo en la Escuela de Medicina de Zanzíbar en el curso 2009-2010. Métodos: se realizó un estudio descriptivo transversal en los meses de junio y julio del 2010. Los instrumentos de evaluación fueron diseñados para ser llenados de forma anónima por el universos de estudiantes (n= 38) de dicha escuela. Resultados: el mayor porcentaje de los estudiantes le otorgó las máximas calificaciones a las diferentes variables del proceso formativo evaluadas, entre las que se encuentran la calidad de las actividades docentes que recibían, la calidad del trabajo de sus tutores, la literatura docente, las estructuras académicas y administrativas, aspectos organizativos y funcionales del proceso, la valoración sobre las evaluaciones y la valoración general del proceso. Las mayores insatisfacciones fueron las insuficientes condiciones para el desarrollo de la docencia en la comunidad, la falta de cumplimiento de convenios realizadas para desarrollar algunas clases prácticas en el hospital, dificultades de la literatura docente básica, falta de una biblioteca en la escuela e insuficiente cantidad de computadoras. Conclusiones: el proceso formativo en la Escuela de Medicina de Zanzíbar fue evaluado como muy bueno y bueno por la mayoría de sus estudiantes. Las limitaciones de recursos materiales y las insuficientes coordinaciones con el hospital para desarrollar algunas prácticas docentes originaron las principales insatisfacciones.
Objective: to assess the extent of satisfaction of the students with their formative process in the Zanzibar Medical School in the 2009-2010 academic year. Methods: a cross-sectional descriptive study was carried out in June and July, 2010. The evaluation instruments were designed to be anonymously filled out by the universe of students (n= 38). Results: the highest percentage of students gave the highest qualifications to the various variables of the formative process under evaluation such as quality of teaching activities, quality of their tutors´work, educational literature, academic and administrative structures, organizational and functional aspects of the process, the assessment on evaluations and the general assessment of the process. The main unsatisfactory aspects were inadequate conditions to develop teaching at the community level, non-fulfilment of agreements for some practical classes at the hospital; difficulties in basic teaching literature, lack of a library at the school and shortage of computers. Conclusions: the formative process in the medical school located in Zanzíbar was evaluated by most of students as either very good or good. The fundamental sources for dissatisfaction stemmed from the restricted amount of material resources and the poor coordination with the hospital for giving some practical classes.