《中国康复理论与实践》

《中国康复理论与实践》 ›› 2019, Vol. 25 ›› Issue (1): 116-118.doi: 10.3969/j.issn.1006-9771.2019.01.017

• 康复管理 • 上一篇    下一篇

康复住院医师规范化培训师资培训调查

杜晓霞1,2, 宋鲁平1,2, 李建军1,2   

  1. 1. 首都医科大学康复医学院,北京市 100068;
    2. 中国康复研究中心北京博爱医院,北京市 100068
  • 收稿日期:2018-05-28 修回日期:2018-12-03 出版日期:2019-01-25 发布日期:2019-02-18
  • 通讯作者: 宋鲁平。E-mail: songluping882002@aliyun.com
  • 作者简介:杜晓霞(1975-),女,汉族,陕西延安市人,博士,副主任医师,主要研究方向：神经康复。
  • 基金资助:
    首都医科大学校长基金课题(No. 2016JYY19)

Investigation of Key Teacher Training for Rehabilitation Residents Standardized Training

DU Xiao-xia1,2, SONG Lu-ping1,2, LI Jian-jun1,2   

  1. 1. Capital Medical University School of Rehabilitation Medicine, Beijing 100068, China;
    2. Department of Neurorehabilitation, Beijing Bo'Ai Hospital, China Rehabilitation Research Centre, Beijing 100068, China
  • Received:2018-05-28 Revised:2018-12-03 Published:2019-01-25 Online:2019-02-18
  • Contact: SONG Lu-ping. E-mail: songluping882002@aliyun.com
  • Supported by:
    Capital Medical University Principal Fund (No. 2016JYY19)

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摘要： 目的 初步探讨住院医师规范化培训康复医学专业师资的培训模式。
方法 对参加住院医师规范化培训康复医学专业基地教学主任研讨班和骨干师资培训班的全国各地规培基地主任和骨干教师300多名进行培训考核和问卷调查。
结果 参加培训的教师来自全国大部分省份,高级职称多。基地教学主任研讨班考核平均成绩92.6分,骨干师资培训班考核平均成绩88.5分;问卷结果显示,对今后培训希望加强教学内容的需求依次是教学方式和授课技巧、教学查房、住培带教经验、科研能力培养、康复评价会、康复三基培训、国家住培政策及管理、住培结业考核设计、康复基地标准和人文教育。
结论 康复住院医师规范化培训骨干师资培训内容与方式尚需进一步完善。

关键词: 住院医师规范化培训, 康复医学, 骨干师资, 培训模式

Abstract: Objective To explore the training mode of teachers for rehabilitation residents standardized training.
Methods A total of more than 300 directors and key teachers of rehabilitation standardized residents training bases from all over China, who participated in the seminars and key teacher training courses, were investigated.
Results The teachers came from most provinces, who were senior teachers. The average score of the base teaching director seminar was 92.6, and it was 88.5 for the key teacher training class. The training content that they desired in the future included teaching methods and teaching skills, teaching ward rounding, training experience sharing, scientific research ability training, rehabilitation evaluation meeting, rehabilitation Three-Basic training, national residents standardized training policy and management, graduation assessment design, rehabilitation base standard and humanistic education.
Conclusion The content and methods of training for rehabilitation base teachers for rehabilitation residents standardized training need to be further improved.

Key words: residents standardized training, rehabilitation medicine, key teachers, training mode

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