Study On Diversification Practical Teaching Of Health Service Management

Objective : Through the research of diversification practical teaching of health management, this study tries to find problems in it, and make feasible suggestions for diversification practical teaching of health management. This will help to promote the reform of teaching, update content and means of practical teaching constantly, combine diversification practical teaching and applied talents cultivation, and train applied talents for society.Methods:Collecting domestic and foreign related literature about diversification practical teaching and talents cultivation by document analysis, summarize reference theories and methods. On this basis, combining with the talent training characteristics of health management, determining the focus and research ideas of this study, then design the questionnaire and in-depth interview outline. In this study, the main applications of methods are document analysis method, questionnaire method, in-depth interview method, and statistical method.Results:(1)95.38 percent students think that practice teaching is very important or important. 96.53% of the students think that increasing the time of practice teaching is essential and 62.95% hope to increase practice time outside. For the courses needed to added, management courses, economics courses and law courses take higher rates.(2)Practice teaching has achieved some good results, and people who have the opinion of practice teaching's results is very poor take a lower rate. But overall, the evaluation of the results mostly is general.(3)Case teaching is one of the methods have the highest participation rate, and the rates of participation in laboratory simulation of the machine operation, trainee and the social practice in summer and winter period have all exceed 60%. But the rates of do research subjects with teachers and role-playing simulation teaching is lower. For the methods that conducive to the improvement of the students'quality, trainee, do research subjects with teachers and research after classes take higher rates, but those are the last choice of the students.(4)In the assessing methods of practice teaching, the percentage of open-book examination is 32%, and closed book exam 30.25%. Besides, interview (oral examination and reply) , handing reports or paper have some rates, in which interview 14.74%, handing reports 22.68%, and others 0.33%. For the reasons of no obvious assessment, 28.16% think that the accessing methods are single and 45.31% think the test is single. Meanwhile, students think the test subject is single account for 25.31%. 6 students choose other reasons, accounting for 1.22%.Conclusion: (1)The students have a common opinion on the practice teaching, and they prefer outside practice. Many teaching methods have been put into practice but there is still a certain gap between the supply and demand of"teaching and studying". The practice teaching has achieved some good results, but there is still much room for improvement. Recently the methods of assessment are not simply dominated by closed book examination, and there is a trend of diversity. But there is a certain gap between the conducting situation of the assess methods, and students who are very satisfied with total assessment results take a lower rate.So for training that kind of personnel in health management, we need to optimize the curriculum overall, plan the theory and practice rationally, and increase the number of hours of practice teaching appropriately. For the same time, we need to implement outside teaching actively so as to improve the comprehensive quality, focus on process of teaching to ensure the quality, clear the objective assessment reflected the practical assessment requirements to ensure the results-oriented practice.(2)Practice teaching is an important method in training professional personnel. Designing practical teaching system should follow pertinence principle, operational principle, dynamic adjustment principle, and systematic principle. On this basis, we can also design the diversity of practice teaching model of "level + modular" from the diversity of objectives, content, form, based on the background and cognitive characteristics of health management students so as to train health personnel management specialty.