临床教育质量保障检测与实践教学体系架构

Clinical medical education guarantee mechanism of assessment and practical teaching structure

由医疗纠纷二次文献分析的人文缺陷，以及临床医学技术过度物化带来的临床教师体检三基弱化状态；医学生不能有效地融入医疗共同体参与医患沟通实践的无奈，以及实习大纲要求与临床实践的脱节现象；引发对临床教学基地师资执教专业化水平和办学质量保障的反思。提出开展包括目标导向、课程设计、资源整合、质量管理和效果评价等要素在内的临床实践教学的体系化建设，实现临床职业技能和人文素养双重教育属性的“包容性发展”，让“知识、技艺、方法、工具”的“教”，主动适应对象养成“德、群、体、美”的“育”，使“学”产生强烈需要而达到与“教”齐头并进的效果。

Due to the cuhural lack in second documents＇analysis of medical tangle, and the clinlead teachers＇ three bases weakening, the facts that medical students fail to devote to communication between hospitals and patients, and the disjunction between the practice outline and clinical practice, trigger the reflection on the teaching professional level and the educational quality.First, we carry out the system-atic construction of clinical practice teaching which includes aim orientation, curriculum design, resource integration, quality management and effectiveness evaluation. Second, we inclusively develop clinical professional skills and humanist accomplishment. Above all, we take the initiative to conform the teaching, including knowledge, technology, methods, and implement, to the incubation containing virtue, group, labor and pleasing, all of which promote a variety of needs of study and teaching