| BackgroundIn modern world,people have more and more demands for health,and people's health requirement has also been much higher than before,which have put forward higher requirements for doctors as well as current clinical education.In China,the teaching hospital is an important place for medical students to receive clinical education.It serves as a teaching and training task for senior medical students.Clinical teaching is one of the important functions of the hospital.Mayo Clinic,which ranked No.1 in the United States,treats education,patientcare and research as the three major tasks of hospitals.However,for a long time,the"duck-filling"teaching method has been adopted in China's hospitals,which gives rise to the waste of time,insufficient students'participation,poor learning effect and low enthusiasm of teachers.Such teaching method can no longer meet the requirements of clinical teaching in hospitals in current society.Under such background,it is necessary to reform the clinical teaching method in China's hospitals.In 2008,the Ministry of Education and the Ministry of Health jointly issued the"Standard for Unde,rgraduate Medical Education-Clinical Medicine Specialty(Trial Implementation)",which proposed that the main content of teaching method reform should be"student-centered"and"self-regular learning".In 2011,the Ministry of Education proposed in the National Medical Education Reform that higher medical education should deepen the reform of clinical practice teaching,promoting the reform of practice teaching content and the practice mode,and strengthen practice teaching.In March 2012,the Ministry of Education issued"Several Opinions on Improving the Quality of Higher Education in an All-round Way".which required to innovate teaching methods and advocate heuristic.exploratory and participatory teaching.In 2017,the General Office of the State Council issued"Opinions on Deepening Medical-Educational Synergy and Further Promoting the Reform and Development of Medical Education".which continued to encourage the exploration of problem-based group discussion teaching.In this context,the teaching reform of teaching hospitals in different parts of China has gradually been put on the agenda.Hospitals in different regions have actively explored their own teaching methods according to their actual conditions,and achieved some results.However,it is not enough to carry out teaching reform only.The effect of the reform needs to be evaluated timely and accurately.During the reform,it is urgent to understand what problems the reform has solved,what problems remain unsolved and whether new problems have arisen,and then summarize them to guide future teaching.However,at present,the teaching reform in hospitals generally attaches importance to reform and neglects evaluation.Therefore.the evaluation of teaching reform is a significant work that needs to be paid more attention to and further studied in the current hospital during the process of teaching reform.Research Significance and PurposeThrough the construction of a scientific evaluation index system of teaching reform,this study systematically evaluates the comprehensive reform of new”guided self-regular learning" clinical teaching in the third-level hospitals.The purpose is to discover the achievements and problems of the teaching reform,and put forward corresponding suggestions,so as to provide direction for further reform.This is of great significance to this hospital as well as other hospitals around it.As the primary Affiliated Hospital of the university,the experience and lessons gained from teaching reform are also valuable resources for teaching reform in other teaching hospitals.Therefore,the systematic and scientific evaluation of the teaching reform in this hospital is of great significance to the medical teaching work in this area.At the same time,this study,combining with the actual situation in China,could construct an evaluation system of teaching reform,which can provide experience for the evaluation of teaching reform in other China'shospitals in the future.MethodsFirstly,through reviewing literature and combining with the actual situation of the hospital,the evaluation index system of teaching reform was preliminarily constructed.Then the index was screened using Delphi expert consultation i;ethod.After screening out the indicators,the weight of the indicators in the system was determined by analytic hierarchy process(AHP),and a complete evaluation system was formed.Then questionnaire survey was conducted to investigate the clinical departments which implemented the teaching reform,including the departments of internal medicine,surgery,gynecology,pediatrics,ophthalmology,otology,dermatology,neurology and so on.Doctors who participated in the teaching reform were invited to complete the questionnaire survey,and evaluated the teaching reform.Next,in-depth interview was employed to investigate the selected representative teaching doctors so as to obtain suggestions and perspectives for improvement.ResultsThis research has constructed framework of index evaluation system including 3 first-level indicators,7 second-level indicators and 25 third-level indicators related to the reform design,the reform implementation status and the reform implementation effect.And the weight of each indicator has been determined.A complete evaluation index system of teaching reform has been established.The system was applied to the teaching reform of the hospital,and some problems in the teaching reform,such as different department,different working age will influence doctors'judgement of the teaching reform.Corresponding suggestions for the future improvement were put forward.Discussion and suggestionsAfter the evaluation of the teaching reform,it's proved that different department and different working age are the major reasons for the difference of doctors' evaluation.Some suggestions have been recommended.Such as increase the communication between doctors with much experience and doctors with less experience,prolong the practice period in the comprehensive departments. |
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