Objective To discuss the effect of hierarchical incentive and restraint mechanism in guiding pediatric teaching practice. Methods From May 2016 to April 2018, in Department of Pediatric, Peking University Third Hospital, teachers and students working and studying were enrolled as the subjects of the study. Each subject was divided into four levels, the incentive mechanism reflected the responsibility, level, ability, value and the duty of work achievement from teachers and students, while the constraint mechanism was regarded as auxiliary, the comparison and questionnaire before and after this study, hospital inspection, teaching achievements and student satisfaction were used to evaluate the implementation and effect of the layered incentive-restricted mechanism. Results The results of the questionnaire indicated that 84.0% teachers and 68.0% students approved the application of teaching incentive and restraint mechanism before the implementation of this project. Compared with implementation of the project, after the implementation of the project, the number of teaching evaluation increased (4 times vs. 7 times), the number of participants in conference training increased (1.2 times/person vs. 3.0 times/person), the overall average score of quarterly assessment improved [(88.3±0.8) scores vs.(92.5±0.7) scores], the differences were statistically significant (P < 0.05). After the implementation of the project, 94.7% students thought that teachers′ awareness of teaching significantly improved. Conclusion The role of different levels of teachers in teaching should be attached great importance. Teachers are also required by corresponding learning requirements. Different incentive and restraint mechanisms are adopted according to levels and seniority for teaching and learning, it is positive significance for improving the teaching level of pediatrics and the diagnosis and treatment ability of pediatricians in general hospitals.
China Medical Herald