| 李振伟,李冉,毛盈颖,等.定向培养预防医学专业实践教学模式初探[J].浙江中医药大学学报,2020,44(2):197-202. |
| 定向培养预防医学专业实践教学模式初探 |
| Exploring the Practical Teaching Mode of Oriented Preventive Medical Students |
| DOI：10.16466/j.issn1005-5509.2020.02.019 |
| 中文关键词: 预防医学 定向培养 实践教学 人才培养 |
| 英文关键词: preventive medicine orientation cultivation practical teaching talent training |
| 基金项目:浙江中医药大学2016年度教育教学改革重大招标项目(ZB16004) |
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| 中文摘要: |
| [目的]从实践教学角度初步探讨应用型预防医学专业人才培养模式。[方法]对定向培养预防医学人才实践教学进行改革，并以本校首届预防医学专业毕业生为调查对象，借助问卷星对实践教学效果进行评价。[结果]整合实验课程进行实验教学大纲修订，形成模块化教学体系；结合课程和学校特色，教学方式多样化；加强实践教学基地建设，充分利用优势教师资源；注重专业实习，因地制宜进行合理调整；注重培养学生职业敏感性，关注公共卫生领域新热点。对于本科生参与疫苗接种、空气污染、共享单车等热点公共卫生问题的社会实践活动和课外研学，83%的毕业生认为非常有价值或者有价值。结合自身工作经验和体会，毕业生对实践教学改革总体满意度为81%。[结论]以基层为导向的实践教学举措与定向培养预防医学专业人才的教学需求较为相符，结合基层工作实际的实践教学改革有待进一步深化。 |
| 英文摘要: |
| [Objective] To explore the training mode of practical teaching in preventive medical students who will work in local organizations. [Method]Reform measures of practical teaching were taken in preventive medical students. The results effects of practical teaching reforms were evaluated with questionnaire survey in our pioneer class of graduates majoring in preventive medicine. [Result] Firstly, experimental curriculum of preventive medicine was integrated and modularization teaching was conducted. Then, based on the characteristics of curriculum and the university, teaching methods were diversified. Next, more outstanding practical teaching affiliations were recruited, so that more superior teacher resources could be got accessed. In addition, suitable arrangement of professional practice was chosen according to the local situation. And we attached importance to the occupational acuity culture by guiding students to learn hot issues in the field of public health. Regarding the research value for undergraduates to participate in projects on the current hot issues including vaccination, air pollution, sharing bicycles, etc, 83% of the graduates rated it as either “high” or “very high”. Finally, based on their own working experience, 81% of the graduates rated the practical teaching reform as a whole as “satisfaction”. [Conclusion] The basic work-oriented practice teaching measures matched with the requirements for training preventive medical students who will work in local organizations. Further practical teaching reform remains to be conducted based on the work requirements. |
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