Using the Scientific Outlook on Development to Guide the Teaching Management of Higher Medical Schools
Source: China Paper Download Center [08-11-11 15:45:00] Author: Li Xuebin, Huang Ruiya Editor: studa20
Keywords teaching management; scientific outlook on development; colleges and universities, medicine
The Third Plenary Session of the 16th Central Committee of the Communist Party of China put forward the scientific outlook on development, that is, “adhere to people-oriented, establish a comprehensive, "Coordinated and sustainable development concept to promote the all-round development of economy, society and people" is the general guiding ideology for guiding social and economic development in the new era, and has very important guiding significance for the development of my country's higher medical education. The basic connotation of the scientific outlook on development is, first, to emphasize people-oriented; second, to emphasize development, including comprehensive development, coordinated development and sustainable development.
In the new historical period, the teaching management of higher medical schools in my country is facing many difficulties and challenges. We can only carry out teaching management around the main line of improving teaching quality under the guidance of the scientific outlook on development. Only by working can we better overcome difficulties, meet challenges, and serve the development of medical education in our country.
1 In the new historical period, the difficulties and challenges faced by the teaching management of higher medical schools in my country
1.1 The impact of the popularization of higher education on the teaching management of higher medical schools 2005 , my country's university enrollment rate has reached 21%, and it has entered the era of popularization of higher education. In the context of the popularization of higher education, the number of students enrolled in higher medical schools in my country has increased significantly, but teaching resources cannot increase simultaneously. This has raised many new issues for the teaching management of higher medical schools.
1.1.1 The number of teachers is obviously insufficient. Medical education in European and American countries is mostly based on long-term teaching and small class teaching mode, with a student-teacher ratio of 5:1; the student-teacher ratio in medical schools in the United States from 1996 to 2001 was 1.43～1.56:1. After the enrollment expansion of my country's higher medical colleges, the number of students has increased significantly, but the number of teachers has not increased proportionally, and the student-teacher ratio has exceeded 14:1 in some cases. According to the new undergraduate teaching level evaluation index system of the Ministry of Education, the student-teacher ratio of medical undergraduate colleges should reach 9:1 or less to reach A-level standards. The shortage of teachers has brought great difficulties to the teaching organization of medical schools, making it difficult to implement many teaching reforms.
1.1.2 The overall level of teachers has declined. In order to reduce the student-teacher ratio as quickly as possible, some medical schools have adopted methods to lower the entry requirements for college teachers, resulting in uneven teacher levels and a decline in the overall level. In addition, due to the shortage of teachers, teachers are busy with daily teaching and overloaded with teaching. Some teachers average more than 35 teaching hours per week, making it difficult to make adequate preparations before class, and have no time to take into account the research and scientific research on teaching methods. The teaching level Cannot be improved.
1.1.3 Overload operation of teaching facilities and logistics support Due to the rapid increase in the number of students, classrooms, laboratories, experimental equipment, network facilities, sports venues, logistics support, etc. are in a state of overload operation . In order to alleviate the contradiction of insufficient teaching resources, some medical schools have adopted methods such as shortening unit class time, cutting experimental classes, and implementing cyclic teaching, which ultimately led to the "shrinking" of teaching content. Due to the tight supply of experimental rooms, teaching instruments and equipment, and teaching specimens, students do not receive the basic skills training they deserve. For example, in the "Partial Anatomy" class, the number of cadaver specimens used for students' practical operations has been reduced from one for every 8 students before the expansion to 25 to 50 for every cadaver specimen in the "Partial Anatomy" class. A corpse specimen.
1.1.4 The expansion of medical school enrollment is accompanied by a decline in the overall quality of students. The large-scale enrollment expansion has caused many medical schools to lower their student admission requirements, and the overall quality of students has declined. In developed countries in Europe and the United States, medical education is an elite education. You must graduate from a general science and engineering university for four years before you can apply for a medical school. In addition to looking at students' test scores, medical school admissions must also pass interviews to ensure the number of students recruited. Have the basic qualities of a medical student. Under my country's current admissions system, medical schools have not yet been given priority in selecting students, and there is no interview system. Medical schools can only recruit students based on their college entrance examination scores, and cannot understand many of the candidates' conditions and qualities.
1.1.5 After the number of students increases, practical teaching bases also appear to be quite scarce. The ratio of the number of hospital beds in a considerable number of medical school-affiliated hospitals to the number of clinical medicine students on campus does not reach 1.0, and some even reach 1.0. Less than 0.5; the number of beds in practice hospitals is also seriously insufficient, forcing medical schools to lower the standards of practice hospitals to accommodate the expanded student enrollment. The number of beds in affiliated hospitals and internship hospitals is insufficient, resulting in a lack of clinical practice venues and objects for medical students. Moreover, as society's requirements for the medical industry continue to increase and the inherent requirements of medical ethics change, as the number of students increases, Traditional clinical skills teaching with patients as the main learning and training objects faces great difficulties. Medicine is a comprehensive subject with strong practicality. If the quality and quantity of practical teaching cannot be guaranteed, it will inevitably lead to a decline in the quality of medical teaching.
1.2 The impact of internationalization of education on the teaching management of higher medical schools. After entering the 21st century, the integration of the global economy and the rapid progress of modern science and technology have become the trend of China’s economic development and social progress. Health services The reform of models and systems and the development of theories, methods and means of medical diagnosis, treatment and prevention brought about by scientific and technological progress have posed new challenges to the traditional talent training model. The leap-forward development of domestic higher education and China's accession to the WTO Major changes in the structure and demand for medical talents have made medical education face unprecedented pressure [2]. The gap between my country's higher medical education and developed countries is becoming increasingly prominent. How can my country's higher medical education system be brought into line with international standards and cultivate medical talents who can accept the challenges of global economic integration? This is the current teaching management staff of my country's higher medical schools. Another major issue faced.
1.3 The impact of networking and informatization on the teaching management of higher medical schools With the rapid development of the Internet and the advent of the information age, the number of ways for medical students to receive information and learn knowledge has increased significantly and accelerated. How to apply modern educational methods and means such as the Internet and multimedia to promote the improvement of teaching quality is a practical problem faced by the teaching management departments of higher medical schools. This requires the teaching management departments of higher medical schools to fully understand the importance of modern educational technology and work hard in correctly guiding students to use the Internet, training teachers, network construction, and the construction of online courses and online courseware.
1.4 The changes in the medical model pose issues to the teaching management of higher medical schools. The modern medical model has changed from a bio-medical model to a bio-psychological-social medical model, requiring medical staff to shift from caring about diseases to caring about people. As a whole, doctors are not only responsible for certain diseases, but also responsible for life and health. This has put forward new and higher requirements for the quality of medical students, and my country's current medical education system and teaching methods cannot adapt well to the new medical model. This requires teaching managers of higher medical schools to reform the current medical education system and teaching methods to adapt them to the new medical model.
1.5 The impact of mergers on the teaching management of medical schools In recent years, the reform of university management systems has greatly promoted the development of higher education, but there are also irrational behaviors in the mergers of medical schools. produce some negative effects. In practice, there is also a phenomenon that medical schools are hindered in their development after being merged and "shocked" occurs [3]. The teaching management departments of medical schools merged into comprehensive universities should actively think about reforming the original teaching management model and make full use of the humanities and social science teaching resources of comprehensive universities to serve the cultivation of high-quality medical talents.
1.6 The impact of lifelong education on the teaching management of higher medical schools With the rapid development of science and technology, the speed of knowledge updating is accelerating. If people do not learn new knowledge, they may not adapt to the needs of increasingly fierce competition. The development of medical science and technology requires medical staff to constantly update their knowledge and establish the concept of lifelong education [1]. The teaching management departments of colleges and universities are required to instill the concept of lifelong education in teachers and cultivate the concept of lifelong learning in students during the process of organizing teaching.
2 Use the Scientific Outlook on Development to guide the teaching management of higher medical schools
In the new historical period, the teaching management of higher medical schools in my country is facing various difficulties and challenges.
How to get the teaching management work out of the predicament, better serve the development of the school, serve China's medical education, and achieve the organic unity of school scale, quality, structure, and efficiency. This requires the guidance of the Scientific Outlook on Development and a firm establishment of a high-level Standard view of teaching quality.
2.1 Teaching management workers in higher medical schools must establish a "people-oriented" management concept. People are the core of educational issues, and people are the subject and essence of education. Adhering to the people-centered development concept is the core content of the scientific development concept. We must establish a people-centered management concept in the process of teaching management.
2.1.1 Teaching management must be "student-oriented" Students are the main body of our education, and the qualities of modern medical students should meet the comprehensive requirements of society for the qualities of doctors. When we formulate teaching plans, curriculum arrangements, teacher training, and the configuration of teaching venues, the first thing we must think about is whether it is beneficial to cultivating students' quality. It is necessary to actively promote and improve the credit system teaching management and fully consider students' needs
2.1.2 It is necessary to establish the concept of "teacher-oriented". Teachers are one of the most important factors in ensuring the quality of teaching. In teaching management, we must In the process, we must put the teacher first. We should consider teachers at all times, solve their problems, provide policy preferences in terms of housing and welfare benefits, and provide a platform for them to display their talents in terms of career and personal development. It is necessary to establish the concept of experts running the school, pay attention to collecting and adopting teachers’ opinions and suggestions on school development and education and teaching reform, so that teachers can devote themselves wholeheartedly to teaching, so as to ensure the quality of teaching.
2.1.3 In the teaching process, we should pay attention to cultivating students to establish a people-oriented concept. In the teaching process, students should understand that doctors are not only responsible for certain diseases, but also responsible for life and health. Enable them to keep their mission in mind and establish a people-oriented concept. This is one of the basic qualities of medical students and a requirement of the new medical model.
2.2 It is necessary to establish a comprehensive development of teaching management concepts. Higher medical education is a complex system, and all elements of higher medical education must be developed in an all-round way.
2.2.1 Comprehensive development of disciplines and majors In conjunction with the school’s educational orientation, efforts should be made to consider the comprehensive development of disciplines and majors. The comprehensive development of disciplines and majors does not mean seeking to be large and comprehensive, but should be combined with the actual situation of the school to open a full range of medical majors, develop professional directions, and explore marginal and interdisciplinary majors to meet the needs of different students after the expansion of enrollment. More importantly, we must strengthen The connotation construction of disciplines and majors, such as the construction of basic conditions for teaching instruments and equipment, classrooms, and laboratories, teacher construction, and system construction. It is necessary to establish and improve the school-level evaluation system for disciplines and majors, promptly provide the current status of all disciplines and majors in the school, and propose rectification suggestions to provide useful advice for the decision-making of the school-level leadership team.
2.2.2 Comprehensive development of curriculum construction Curriculum is the basic unit for organizing teaching in schools. The quality of curriculum teaching is directly related to the teaching quality of subject majors and affects the quality of talent training. Curriculum construction should be unremitting, attention should be paid to the adaptability of the courses offered to the talent training objectives, and more elective courses should be offered. Medical schools in comprehensive universities should make full use of the comprehensive range of disciplines and courses in comprehensive universities; independent medical schools of higher learning should find ways to offer more elective courses in the humanities and social sciences to improve the humanistic quality of medical students. At the same time, attention is paid to the teaching quality of any course offered, and a course admission system is established. Courses that do not meet the basic requirements will not be allowed to start. All courses must be constructed in a project-based manner, and a course construction acceptance system and reward and punishment measures must be established to promote the comprehensive development of course construction.
2.2.3 Comprehensive development of the quality and quantity of teachers To forge the iron, you need to be hard-working. To cultivate students with strong abilities and comprehensive qualities, you must first have a team of teachers with excellent qualities in all aspects. When planning teacher training, the teaching management department not only puts forward requirements for teachers' professional abilities, but also puts forward requirements for the teacher's ethics and humanistic qualities that teachers should possess. The personnel department should establish and improve the teacher evaluation system. The evaluation of teachers should put these aspects in an equally important position, and should not only focus on professional level, leaving the other two aspects as a mere formality. Some schools have begun to use students' evaluation of teachers as an important indicator for teacher promotion, promotion and renewal. This is a powerful measure for teachers to comprehensively improve their own quality and is worthy of promotion and reference.
The number of teachers is one of the key factors to ensure the quality of the teaching staff. Without a sufficient number of teachers, the quality of the teaching staff cannot be discussed. Medical colleges and universities should make teacher planning according to high standards and actively introduce teachers while actively promoting Reform the personnel system to ensure the number of teachers as a proportion of the entire school staff and improve teachers’ remuneration. At the same time, "soft introduction" and external teacher methods must be adopted to ensure a sufficient number of teachers.
2.3 Guidance on the concept of coordinated development
2.3.1 Coordinated development with society The university is a product of social development. It depends on society for its existence and at the same time promotes the development of society. effect. Social service function is one of the basic functions of a university, and any university that is isolated from society does not exist. The teaching management departments of higher medical schools must consider the needs of society in the process of planning and organizing teaching, and timely adjust the setting of disciplines and majors, talent training objectives, talent training models, enrollment scale, etc., so as to adapt to social needs.
2.3.2 Coordinated development of key and general disciplines. The comprehensive development of professional construction and curriculum construction is generally gradually developed on the basis of key construction or pilot construction, just like a wild goose flying south needs a leading goose. . When carrying out subject construction or curriculum construction, we must first confirm the key disciplines, majors and key courses, focus on construction, and promote the comprehensive development of disciplines, majors and curriculum construction. Similarly, professional subjects and courses must identify subject leaders and course directors. As leaders of the subject, major or course, famous teachers must be established throughout the school, and their work must be favored in terms of policy and funding. Prioritize funding so they can truly take the lead. It is necessary to promote the coordinated development of key subject majors and general subject majors, key courses and general courses, subject professional leaders or course leaders and general teachers, and make it clear that the ultimate goal is all-round development.
2.3.3 Coordinated development of teaching and learning Teaching and learning are the most important contradictions in teaching, and there is a dialectical relationship between them that is the unity of opposites. In the context of “enrollment expansion”, the coordinated development of teaching and learning is the key to ensuring teaching quality. The key to solving this problem is to actively promote the reform of education and teaching models, curriculum systems and teaching methods, and actively apply modern means of teaching such as the Internet, audio-visual education, and simulation technology to make up for the relative lack of teaching resources and align them with the ever-developing needs of students. , adapt to social needs. For students, while imparting knowledge to them, we should also focus on teaching them learning methods, cultivating their innovative spirit and the concept of lifelong learning. use". Don’t place too much emphasis on imparting knowledge and neglect cultivating students’ abilities.
2.4 Inspiration from the concept of sustainable development The development of higher medical education must not only meet the current urgent needs of the people to receive higher medical education and continuously expand the scale; it must also ensure the quality of teaching and improve the quality of medical talents. , meet social requirements, form a situation with sustainable development capabilities and development potential, and develop healthily and steadily [5]. As the teaching management department of medical schools of higher learning, we can promote the sustainable development of schools through the following aspects.
2.4.1 Creating Characteristics The most vital thing about a university is its characteristics. Characteristics are the elements for the existence and sustainable development of any university. If a medical school has no characteristics, it will be highly substitutable and may be eliminated at any time. Therefore, teaching management personnel should pay attention to the school's long-term educational characteristics and carry them forward when organizing teaching. The characteristics of the school should be fully considered when setting up majors, formulating teaching plans, and setting up courses. The characteristics of the school should also be highlighted in extracurricular activities. We should have what others have, what we have, what we have, and what we have, so that the school can stand out in the world. Maintain its own distinctive features in some aspects.
2.4.2 Internationalization strategy of medical education To achieve sustainable development, higher education institutions must adapt to the times. In the context of global economic integration, the internationalization of higher medical education has become inevitable.
How my country’s higher medical education can integrate with international standards is an issue that teaching managers of higher medical schools need to consider. First of all, the issue of international standards for talent training quality should be solved, and talent training specifications should be in line with international standards. Measuring and evaluating medical schools and their graduates according to international standards is an inevitable trend in the development of international medical education, and it is also an inevitable challenge that China's higher medical education will face.
In order for China's higher medical education to achieve comprehensive, coordinated and sustainable development and have a place in international competition, it must vigorously implement the internationalization strategy, while introducing and assimilating international standards, gradually achieve localization and establish a system with Chinese characteristics and characteristics of the times. Chinese standards will make our due contribution to global medical education [6]. Secondly, it is necessary to strengthen international exchanges and cooperation, jointly run schools, mutual recognition of credits, mutual recognition of academic qualifications, academic exchanges, and mutual exchange of students to achieve medical education without borders.
2.4.3 Stable, multi-channel funding sources To achieve the sustainable development of colleges and universities, funding guarantee is the key. Talking about sustainable development without sufficient funds is a source of no foundation. . The shortage of funds is an important reason for the many difficulties caused by the above-mentioned "enrollment expansion" to higher medical schools. As the teaching management department of higher medical schools, we must pay attention to diligence and frugality in the teaching management process, and we must also consider promoting stable and multi-channel funding sources for our schools. While making full use of government funding, efforts should be made from the transformation of scientific and technological achievements, the integration of industry, academia and research, diversified operations, and alumni fundraising to ensure sufficient funding for running schools, the updating of teaching equipment, the expansion of teaching venues, and the treatment of teachers The improvement of teaching conditions and the continuous improvement of teaching conditions are the material guarantee for the sustainable development of higher medical schools.
2.4.4 Integrate social resources and establish a sound and high-quality practical teaching base. Medicine is a comprehensive discipline with strong practicality. In our country, the internship period for medical undergraduates is one year, and the practical teaching base ensures The quality of talent training in medical colleges and universities is particularly important. Social medical and health resources should be actively integrated scientifically to promote the sustainable development of higher medical education. In the cooperation between medical schools and socialized hospitals, medical schools can provide hospitals with more convenience and support in terms of academic materials and scientific research cooperation, and pay more attention to the continuing education of medical staff, so that they can be more effective in teaching and research. While doing medical work, their own business abilities are improved, thus promoting teaching and hospital work. In this way, through complementary advantages, a win-win situation can be achieved and common development can be achieved [3].
2.4.5 Campus culture construction Campus culture construction is a strong support for the sustainable development of higher medical schools. Campus culture, as the school’s spiritual motivation method, not only promotes students’ learning, but also promotes teachers’ The development also plays an encouraging role. An excellent school motto and a good school song will inspire generations of people to work hard and make unremitting efforts to achieve the set goals. There can be no sustainable development without unremitting struggle. Therefore, we should pay attention to the construction of campus culture.
3 Conclusion
In short, in the new historical period, the teaching management of higher medical schools is facing many difficulties and challenges. As teaching management workers, we must establish a people-oriented management concept. In the process of teaching management, we use a comprehensive, coordinated, and sustainable development concept as a guide, and combine our country's national conditions and the specific conditions of our school to comprehensively promote the teaching reform of higher medical education and improve the teaching quality, so as to contribute to the sustainable development of our school and our country. Make due contributions to the sustainable development of medical education.
References
[1] Gu Xiaohong, Dang Shuping. Thoughts on using the scientific outlook on development to guide higher medical education [J]. Traditional Chinese Medicine Education, 2006, 25 (3): 8 -12.
[2] Yi Luqian, Cheng Boji, Zhao Shibin, et al. Trends in medical education research and reform under the background of globalization [J]. Northwest Medical Education, 2005, 13(6): 641 -643.
[3] Cheng Chun, Yang Dinghai. Deepening the reform of higher medical education under the guidance of the Scientific Outlook on Development [J]. Chinese Higher Medical Education, 2004, 6: 16-18.
〔4〕 Liu Xuezheng. Using the Scientific Outlook on Development to Guide the Reform and Innovation of Medical Education〔J〕. Journal of Jinzhou Medical College: Social Sciences Edition, 2005, 3(4): 31-34.
[5] Yang Dinghai, Ding Sihong, Cheng Chun. Guide the reform of higher medical education with the scientific outlook on development [J]. Northwest Medical Education, 2004, 12 (4): 447-448.