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The present situation and teaching reform of health educatio

时间:2015-10-24 来源:未知 编辑:梦想论文 阅读:

With the transformation of medical model and public health, the prevention and treatment of combining prevention and treatment has become the inevitable trend of the development of modern medicine. Clinical medical education should continue to strengthen the "medicine is not only about the disease, but also on the health of science" and "to health as the center" concept, strengthen prevention priority and health management strategy, and strive to cultivate disease prevention, treatment, rehabilitation, rehabilitation, health education and health promotion, health education and health promotion and comprehensive service capabilities of the new type of medical talents. In this paper, we discuss the importance and necessity of preventive medicine education reform and innovation in China.

 

1 the status quo of preventive medicine knowledge education in medical colleges and universities in China

 

At present, China's clinical medical students mainly through learning preventive medicine curriculum to understand and master the knowledge of disease prevention, can be roughly divided into two modes: (1) environmental health, labor health, nutrition, sanitation and statistical methods in teaching model of "public health" as the main content, textbook by colleges and universities nationwide unified planning materials "hygiene", in essence, is the prevention of medical courses in "sanitary" compression version; (2) to three health and epidemiology, statistical methods for the main content of the teaching mode, textbook for colleges and universities nationwide unified planning materials "preventive medicine". In the domestic clinical medicine professional preventive medicine, its teaching materials and curriculum can not meet the needs of the development of modern medicine, the contents of the teaching material is difficult to reflect the needs of clinical medicine, science, social medicine, evidence-based medicine, evidence-based medicine, rehabilitation medicine, health management and other content in the teaching, is not conducive to the cultivation of students' preventive medicine., most of the course to complete the credits and learning. In clinical medical professional education is still widespread revisit bed, the prevention of light, heavy cure diseases ", ignore the phenomenon of" preventive treatment of disease ", resulting in clinical medical students from" to diagnose and cure the disease as the center "the concept of liberation, not to mention establish the idea of" take the health as the center ".

 

2 the status quo of health education in medical institutions in China

 

For a long time, preventive medicine concept difficult to integrate into the theory and practice of clinical diagnosis and treatment, lead to clinical medicine and health education, health promotion to achieve mastery through a comprehensive study of the subject, organic combination that in medical institutions of routine clinical workflow lack or rarely involves the contents of health education.

 

Most clinicians believe that the diagnosis and treatment of disease is their own responsibility, and the implementation of health education related preventive measures and has little to do, leading to the clinician can not assume the responsibility to provide overall health services to the community, medical institutions are difficult to complete set prevention, diagnosis and treatment, rehabilitation and health care as one of the integrated health services. This may be one of the important reasons leading to the difference between the advanced level of the world and the advanced level of the world. Data show that [1], 80% of the patients with cancer in our country is now in the middle and advanced stage; new gastric cancer patients, only about 30% for early gastric cancer (85%), the 5 year survival rate was 65% (95% in Japan and South Korea), suggesting that the level of gastric cancer prevention and control in china. In addition, some chronic diseases such as hypertension, diabetes, chronic kidney disease awareness rate, control rate are very low [2-4], a serious impact on the prevention and treatment of these diseases. The cause of this situation is numerous, but "to health as the center", "prevention is better than cure, prevention and treatment, prevention and treatment," the concept of long-term absence, leading to the prevention of medical curriculum can not keep pace with the times, preventive medicine practice base construction is one of the important reasons.

3 preliminary ideas of teaching reform

 

3.1 strengthen the concept of health as the center, adjust the existing curriculum system in the fight against SARS, influenza a H1N1, human infection H7N9 avian influenza and other new infectious diseases, the exposed China's response to the sudden public health incidents, the shortcomings and defects, especially the lack of prevention awareness, emergency treatment and infection rate, forcing us to the current medical colleges and universities to carry out serious and comprehensive reflection. Medical professionals in clinical medicine, mainly in the fight against diseases, they should have the ability to deal with the public health incidents in time. Therefore, the clinical medicine specialty should take the cultivation and the prevention and cure of the new compound medical talents as the goal, in order to meet the needs of the development of modern medicine. To achieve this goal, we must reform the current clinical medical professional curriculum system, the disease prevention, diagnosis, treatment, rehabilitation, community health education and health promotion and other content, so that the mutual penetration, cross, organic integration, the clinical medical students in the school, but also to understand the individual prevention, prevention, prevention, disease monitoring and disease related risk factors control and prevention of medical knowledge, firmly establish the concept of health as the center, to cultivate medical students to prevent health promotion and health promotion, and to be able to work as a whole health service.

 

3.2 to strengthen the construction of teachers, to cultivate innovative preventive medicine teachers are the specific implementation of innovative education, in the innovation education plays an important role and role. Innovative teachers are the ones who are good at absorbing the latest scientific achievements, which will be actively used in teaching, and have unique insights, can find the effective teaching method of [5]. based on the times development of clinical and preventive medicine education, innovative teachers must be able to continue to prevent and control diseases, to protect the latest scientific and technological achievements, combined with clinical diagnosis and treatment experience for teaching, and constantly sum up and improve teaching methods.

 

Can be seen that the innovative preventive medicine teachers team building should follow the principle of prevention and treatment, prevention and control, and gradually change the traditional pure preventive medicine background, the construction of a preventive medicine, clinical medicine, health management and community health services and other professional or professional background of innovative teacher team [6].

 

3.3 to strengthen preventive medicine practice base construction, enhance the medical students' disease prevention concept medical colleges and universities for clinical medicine professional medical practice and its base construction is relatively insufficient attention, and even clinical medical students' preventive medicine concept and practical skills are obviously lagging behind. In order to change this situation, medical colleges should take initiative to contact and negotiate with the provincial and municipal health authorities, the Centers for Disease Control and prevention, preventive health care institutions and community health services. After the base is completed, the school can be based on the training program of clinical medicine regularly (usually the end of fourth) to send students to practice preventive medicine practice, so that students in basic knowledge of clinical medicine, the use of 2 weeks time to prevent medical work has a relatively clear, comprehensive understanding and recognition. Preventive medicine education can not be confined to the classroom, to the community, in order to allow medical students to implement the combination of disease prevention and health promotion in clinical practice and the knowledge and skills.

 

In recent years, with the full range of large medical, prevention of the concept of lead, the disease prevention has become an important part of modern medicine and the ultimate goal, the future of medicine will be a healthy as the center, prevention and treatment, prevention and control of the era.

 

Reference

 

[1] Tan Jia. Early prevention and control of tumor in our country lags behind [J]. health report, 2013 -14. -07

 

[2] Xu Yongjian, Ge Junbo. Department of internal medicine [M]. 8 edition. Beijing: People's Health Publishing House, 2013

 

ZH.Nephrology in China[J].Nat Rev Nephrol 2013,9, [3]Liu (9): 523 -528.

 

[4] Wang Haiyan, Chen Xiangmei. To improve the awareness rate, treatment rate and control rate of chronic kidney disease ([J].), 2006,45 (6): 441 -442.

 

[5] Shen Hui, Guo Junsheng, Zheng Yuanyuan. Discussion on how to strengthen the preventive medicine education for clinical medicine specialty [J]. medical education exploration, 2006,5 (3): 202 -207.

 

[6] Zhang Xiaoliang, Wang Ying, Zou Xiaoli, et al. Status quo and characteristics of innovative team building in medical education department [J]. Chinese Journal of health management, 2013, (7): 525 -527

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