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分层激励约束机制在综合医院儿科教学中的作用 预览

Effect of hierarchical incentive and restraint mechanism on pediatric teaching in general hospitals
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摘要 目的探讨分层激励约束机制在指导综合医院儿科教学实践活动中的作用。方法选择2016年5月~2018年4月在北京大学第三医院儿科工作和学习的老师和各级各类学生为研究对象。每个研究对象分为4个层面,激励机制体现教师和学生的职责、水平和能力、价值及劳动成果,约束机制作为辅助,利用前后对照、调查问卷、医院考核、教学成绩、学生满意度、综合评价等研究方法和研究终点指标评估实施分层激励约束机制的效果。结果调查问卷结果提示本项目实施前分别有84.0%和68.0%的教师和学生主体赞同教学激励和约束机制的应用。与实施前比较,项目实施后教学评估次数增加(4次比7次),参加会议培训人数增加(1.2次/人比3.0次/人),季度考核总平均成绩提高[(88.3±0.8)分比(92.5±0.7)分],差异有统计学意义(P<0.05)。项目实施后,94.7%学生认为教师的带教意识明显提高。结论重视教学活动中各个教师的带教作用,教师同时亦受到相应的学习要求,按照级别和年资针对教学和学习采用不同的激励和约束机制,对于提高儿科教学水平和综合医院儿科医生的诊疗能力具有积极的意义。 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.
作者 邢燕 童笑梅 朴梅花 韩彤妍 曹广娜 XING Yan;TONG Xiaomei;PIAO Meihua;HAN Tongyan;CAO Guangna(Department of Pediatrics, Peking University Third Hospital, Beijing 100191, China)
出处 《中国医药导报》 CAS 2019年第6期169-172,共4页 China Medical Herald
基金 中华医学会医学教育分会和中国高等教育学会医学教育专业委员会医学教育研究立项课题(2016B-LC010)。
关键词 分层 激励机制 约束机制 儿科教学 Hierarchy Incentive mechanism Restraint mechanism Pediatrics teaching
作者简介 邢燕(1977.4-),女,博士,副主任医师;研究方向:儿科新生儿及呼吸;通讯作者:童笑梅(1964.1-),女,硕士,主任医师,副教授,北京大学第三医院儿科科主任;研究方向:儿科新生儿及儿童保健.
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