平衡视域下临床实践教学管理体系的初步研究

发布时间：2018-05-28 10:20

本文选题：平衡 + 临床实践教学　；参考：《山西医科大学》2017年硕士论文

【摘要】：目的:从定性的角度,初步构建平衡视域下临床实践教学管理体系;为进一步从定量的角度研究指标体系奠定基础。同时,探讨如何利用哲学的思想来解决现实问题的路径。方法:1 文献研究法:包括临床实践教学管理相关的期刊、书籍、网络等。2 访谈法:对学校内部和临床实践教学基地的管理人员进行非结构型访谈。3 问卷调查法:采用自行设计的临床实践教学满意度调查问卷进行学生满意度调查。4 统计学方法:利用统计软件对学生成绩和问卷调查所获得的数据进行统计分析和描述。结果:1 本研究结合实际管理经验和数据分析结果,在平衡理念的指导下,对原来固有的临床实践教学管理方式进行了合理的改革。从定性的角度,初步构建了三个维度包含宏观、微观两个层面,共9个子项目的临床实践教学管理体系。2 2015届学生对临床实践教学管理满意度最高的前三位依次为临床实践教学的内容、临床实践教学教师的带教水平、学生参与临床实践教学的角色转换;满意度最低的前三位依次为住宿条件、学校的请假制度、理论联系实践的能力;2016届学生对临床实践教学管理满意度最高的前三位依次为临床实践教学的前期动员、学生参与临床实践教学的角色转换、临床实践教学教师的带教水平;满意度最低的前三位依次为住宿条件、理论联系实践的能力、学校的请假制度。3 与2015届学生对临床实践教学管理满意度比较,2016届学生对临床实践教学的前期动员、学生参与临床实践教学的角色转换、临床实践教学的教学效果、临床实践教学基地的管理、住宿条件的满意度提高了;临床实践教学的内容和临床实践教学中的职业安全保护的满意度降低了。4 参与临床实践教学前,2015届学生和2016届学生的理论成绩差异没有统计学意义;对两届学生采用不同的管理体系进行管理,参与临床实践教学后,两届学生的成绩差异有统计学意义,2016届学生的理论成绩和技能成绩均高于2015届学生。结论:从定性的角度,初步构建的平衡视域下临床实践教学管理体系,在一定程度上提高了学生对临床实践教学管理的满意度,而且对提高学生的理论水平和技能水平有积极作用。平衡理念的引入有助于临床实践教学管理体系的构建。可以在定性的基础上,进行定量的指标体系的研究,进而形成完善的临床实践教学管理体系,便于应用和推广。
[Abstract]:Objective: to establish the management system of clinical practice teaching from the angle of qualitative analysis, and to lay a foundation for the further study of the index system from the angle of quantitative analysis. At the same time, it discusses how to use philosophy to solve practical problems. Methods: literature research method: including clinical practice teaching management related journals, books, Network et al. 2 interviews: Non-structured interviews with managers in schools and clinical practice teaching bases: Self-designed questionnaire for satisfaction of clinical practice teaching is used to adjust students' satisfaction. Statistical method: statistical software was used to analyze and describe the data of students' achievement and questionnaire. Results under the guidance of the idea of balance, this study carried out a reasonable reform of the original management mode of clinical practice teaching under the guidance of the experience of practical management and the results of data analysis. From the qualitative point of view, three dimensions are preliminarily constructed, including macro and micro levels. The content of clinical practice teaching and the teaching level of clinical practice teaching teachers were the top three of the students' highest satisfaction to clinical practice teaching management in the 9 sub-items of clinical practice teaching management system of class .2 2015, and the teaching level of clinical practice teaching teachers was the highest in the order of clinical practice teaching management system. The first three places with the lowest satisfaction are the accommodation condition, the school leave system, and the students' participation in the clinical practice teaching. The students' ability of combining theory with practice in the class of 2016 ranked first three in order: the mobilization of clinical practice teaching, the transformation of students' role in clinical practice teaching, and the teaching level of clinical practice teaching teachers. The first three places with the lowest satisfaction were the accommodation condition, the ability of combining theory with practice, the students' satisfaction with clinical practice teaching management in the class of 2015, and the early mobilization of the students in the class of 2016 on clinical practice teaching. The students participate in the role transformation of clinical practice teaching, the teaching effect of clinical practice teaching, the management of clinical practice teaching base and the satisfaction degree of accommodation; The content of clinical practice teaching and the satisfaction degree of occupational safety protection in clinical practice teaching reduced the difference of theoretical achievement between the class of 2015 and the class of 2016 before clinical practice teaching. Different management system was adopted in the two classes. After taking part in clinical practice teaching, the differences of students' scores were statistically significant. The theoretical and technical scores of the students of the two classes were higher than those of the students of class 2015. Conclusion: from the qualitative point of view, the management system of clinical practice teaching under the balanced vision has improved the students' satisfaction with the management of clinical practice teaching to a certain extent. Moreover, it plays a positive role in improving the students' theoretical level and skill level. The introduction of balance idea is helpful to the construction of clinical practice teaching management system. The quantitative index system can be studied on the basis of qualitative analysis, and a perfect management system of clinical practice teaching can be formed, which is easy to be applied and popularized.
【学位授予单位】：山西医科大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G642.4;R-4

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