Starting from the interprofessional education pattern and the present situation of clinical teaching of modern neurology, this paper discusses the new mode of clinical teaching of neurology with competency-oriented. With the interprofessional teaching mode and early organ-based integrated teaching mode, a new teaching mode which is interprofessional, integrated and comprehensive is put forward, in order to develop the ability of practical skills, communication skills and teamwork ability, helping to develop clinicians of neurology with professional skills and morality in line with the requirements of modern social development.
Key words
Neurology /
Interprofessional education /
Clinical teaching /
Capability /
Professional ethics
{{custom_sec.title}}
{{custom_sec.title}}
{{custom_sec.content}}
References
[1] 曾学军. 医院教学[M]. 北京: 中国协和医科大学出版社, 2014:25-28.
[2] World Health Organization. Learning together to work together[R]. Geneva: WHO, 1988.
[3] Centre for the Advancement of Interprofessional Education (CAIPE). Interprofessional education—a definition[M]. London: CAIPE, 2006.
[4] Olenick M, Allen LR, Smego RA Jr. Interprofessional education: a concept analysis[J]. Adv Med Educ Pract, 2010, 1:75-84.
[5] Institute of Medicine. Health professions education: a bridge to quality[M]. Washington DC: The National Academies Press, 2003.
[6] Frenk J, Chen L, Bhutta ZA, et al. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world[J]. Lancet, 2010, 376(9756):1923-1958.
[7] Institute of Medicine. Crossing the quality chasm: a new health system for the 21st century[M]. Washington DC: The National Academies Press, 2001.
[8] Committee on Quality Health Care in America. Crossing the quality chasm: a new health system for the 21st century[M]. Washington DC: The National Academies Press, 2001.
[9] Carlisle C, Cooper H, Watkins C. “Do none of you talk to each other?”: the challenges facing the implementation of interprofessional education[J]. Med Teach, 2004, 26(6):545-552.
[10] Hammick M, Freeth D, Koppel I, et al. A best evidence systematic review of interprofessional education: BEME Guide no. 9[J]. Med Teach, 2007, 29(8):735-751.
[11] World Health Organization (WHO). Framework for action on interprofessional education and collaborative practice[M]. Geneva: World Health Organization, 2009.
[12] Chan EA, Chi SP, Ching S, et al. Interprofessional education: the interface of nursing and social work[J]. J Clin Nurs, 2010, 19(1-2):168-176.
[13] 张 婷, 陈 红. 医学教育中跨专业教育的发展概况[J]. 华西医学, 2013, 28(12):1958-1961.
[14] 朴月善, 卢德宏. 浅谈北京市神经科临床病理讨论会对继续医学教育的贡献[J]. 中国卒中杂志, 2007, 2(6):81-82.
[15] 刘 芳. 综合性医院院级继续医学教育质量持续改进措施探讨[J]. 继续医学教育, 2008, 22(2):41-44.
Funding
Course Construction Project of Shanghai University of Traditional Chinese Medicine (No. SHUTCMKCJSY2016090)
PDF(1334 KB)
