How much is the internship fee for going to the fifth hospital?

Xinyang, where interns pay 100 yuan a month Handan Second Hospital...internship fee 3000...10 months Refer to... 2.1 Take into account the interests of clinical teachers and interns to achieve a win-win situation 2.1.1 Create excellent conditions for teaching The hospital creates a good teaching environment and improves the effectiveness of teaching per unit of time. Require colleges and universities to undertake teacher training, held from time to time medical teaching method and modern medical education technology lectures, to make up for the lack of clinicians teaching skills; the establishment of a digital hospital library, through the network to learn about the latest medical research results and medical dynamics, and constantly improve the degree of mastery of the new information on medical science, through the network of distance learning, such as computer observation of teaching demonstrations on a particular discipline, for doctors Shift, there is no fixed time stage to participate in teaching training courses, can be at home or department through the network to learn modern medical teaching methods, to ensure that clinicians in the least amount of time with the latest theories combined with the case of the implementation of the teaching to meet the students to master the diagnosis and treatment of doubtful, difficult and serious disease skills and requirements. 2.1.2 Strengthen the discipline management of interns Rejection of the freewheeling idea that what is learned is to go and leave after checking the room, so that clinical teachers have time and energy to prepare for classes. Establish a complete set of internship management system, before starting work, the school and the base should carry out pre-service education and training, full-time teaching and management department should have a person in charge of teaching and management of interns, the school from time to time on clinical interns to check and supervise, and keep in touch with the internship unit, dynamic understanding of the student's internship status. 2.1.3 Facing up to the needs of students' employment and graduate school Avoiding the peak period of employment (graduate school) activities, compressing internship tasks into other internships, strengthening management, and seeking benefits from other internships, and returning to the school during the peak period of employment (graduate school) activities, for example, some colleges and universities have a vacation of 1-2 months for graduate school students, which is quite worthwhile to learn from. 2.2 Identify the weak links to put management into practice 2.2.1 Teaching seminars to improve the level of teaching Hospital teaching teachers generally graduated from medical school, basically did not receive systematic training in pedagogy, psychology, pedagogy, so the teaching methodology, skills, etc. are in clinical teaching to find out for themselves, if it is a medical school directly under the affiliated hospitals, alternating between teaching and clinical, clinical teaching Teachers can gradually accumulate experience in teaching over the years. Some teaching bases are special, there is no medical school nearby, plus they don't pay attention to theoretical research, so the teaching methods, especially theory teaching, are still old-fashioned, and the modern teaching methods (such as problem teaching method and case teaching method) have little contact with each other, which affects the improvement of the teaching level of clinical teachers. How to improve teaching ability to play a better teaching effect is a problem that our medical schools and teaching hospitals should pay full attention to. Many medical colleges and their teaching bases have recognized this shortcoming and have taken corresponding measures in teaching reform, for example, the reform of the faculty of Qiqihar Medical College: with the title promotion as a lever, teachers (including clinical teachers) to promote the title of associate professor or above, must have more than one officially published articles on teaching reform or one educational and teaching research soft topics above the hospital level, in order to promote the general concern of the majority of teachers on teaching research. The medical school shall organize a training program for clinical teaching cadres. Medical schools should organize clinical teaching backbone training courses, such as Tongji Medical College last year in the first and second semesters of teaching hospitals, respectively, the clinical teaching backbone of medical and surgical teachers invited back to training. Learning back to the doctor reflected their bedside teaching, case study teaching on his inspiration, suggesting that our clinicians lecture using these methods, especially the theory of teaching, each department can prepare some cases, print out the lecture before distributed to the interns to discuss, and then focus on the teacher to guide, summarize and summarize the tutorials, the interns to improve the motivation to learn, the ability to analyze the clinical thinking and improve the ability to analyze the problem. The number of interns in this training is small, but it is a long-term task. Can we establish digital hospital libraries and computer facilities as mentioned above, so as to ensure that clinicians can implement teaching with the latest theories and cases in the least amount of time, so that more people can be improved? Medical schools and teaching hospitals themselves should organize regular and irregular meetings to exchange experience in clinical teaching and teaching management. Discussing clinical teaching methods and exchanging experience in internship management and internship teaching can strengthen the teaching consciousness of clinical teachers and close the relationship with teaching hospitals. The Teaching Office should organize the teaching leaders of each department together at the end of the year to exchange views and strengthen management. 2.2.2 Initiate the incentive mechanism to stimulate the enthusiasm of teaching Hospitals should include the teaching situation in the scope of the work assessment of senior medical personnel. Hospitals can annually withdraw part of the funds from the collected teaching fees by a certain percentage to return to the department with teaching, which will be distributed by the department according to the workload and teaching tasks of the teachers with teaching. At the end of the year, the hospital can organize a selection of excellent teachers and advanced teaching groups, and issue a circular to commend the whole hospital. The medical personnel who are really good at clinical teaching and have made achievements can be promoted, professionally promoted and various preferential rewards to stimulate the work enthusiasm of the teaching teachers. At the same time, teaching hospitals should incorporate teaching into the comprehensive target management system, monthly inspection by the teaching office staff, the assessment results with the departmental incentives linked to the end of the year assessment of the director of the department and the departmental work, the department of clinical teaching, theoretical lectures, etc. are one of the specific content of the assessment. 2.2.3 Objective and fair evaluation of teaching and learning, so that clinical teaching is in a benign cycle The above incentive mechanism mentions the evaluation of excellent teachers and advanced teaching groups (excellent interns), etc., who is an excellent teacher, which department is an advanced teaching group, how to produce, is it by the head of the department, or are other people, such as students, involved in the evaluation, and what is the basis for it? This involves the evaluation index system of teaching and learning. The most important solution to the evaluation method, evaluation indicators (elements, scoring standards) of these two major problems. In addition to evaluation of teaching, there is also evaluation of learning, internship status, theory and practice, clinical analysis and problem solving ability. In the management of clinical teaching, many hospitals are not strict in evaluating the internship of interns. Especially the current internship and graduation, part of the separation between employment, graduate school and employment to bring the impact of some interns during the internship leave the post or some do not post, so the teacher's requirements for interns is also very specific: he can insist on time every day, the end of the internship to write the internship appraisal of the undergraduate (round), but also to talk about what other standards? In order to avoid the medical school, teaching base to dump each other, shirking responsibility, the foundation is not solid, basic skills are not solid interns pushed to the community, medical education should have a specialized assessment and evaluation agencies, the medical graduates to assess, similar to the United States medical students to participate in the National Physician Qualifying Examination before graduation. In this way, I want to learn into I want to learn. In order to understand the clinical teaching and learning situation, timely to the relevant education and management departments and teaching teachers (internship students) to reflect the conclusions of the evaluation, on the one hand, can further strengthen the organization and management of teaching, on the other hand, can stimulate the teaching level (students learning ability) to improve the quality of clinical teaching, so that the practice of teaching in a benign cycle, so teaching evaluation is a means of management is also a recurrent and indispensable Evaluation of teaching is both a means and a regular and indispensable part of the management process. Evaluation indicators and methods are software construction, perhaps in the affiliated hospitals teaching evaluation is more experienced, assessment work routinely, but other teaching bases, the teaching evaluation of clinical teaching teachers, hospitals, such as the teaching status of the evaluation of qualitative and quantitative indicators in the qualitative and quantitative indicators are relatively fuzzy, do not do in place. We can go to the affiliated hospitals of medical schools to learn their experience and methods of clinical teaching evaluation, and adopt a combination of self-assessment and other evaluation methods. For example, for self-evaluation, we can send the clinical teaching evaluation indexes in the form of a table to the hands of all the teaching teachers, so that they can check and self-assess themselves and provide the corresponding information, so as to achieve the purpose of self-improvement and continuous improvement. Evaluation by others, such as sending questionnaires for clinical interns to participate in the evaluation: the organization of case discussions (difficult cases, critical cases, death cases, typical cases) during the internship teaching period and the teaching of small courses in the department (title, moderator or presenter, time) and so on, to understand the first-hand information on clinical teaching. The year-end evaluation of excellence is also a more objective basis. Adopting effective incentives and objective and fair teaching evaluation, the school rewards excellent interns, the hospital rewards excellent clinical teachers, the formation of teachers are happy to teach, students are diligent in learning a good situation. The author through more than two years of application, the results show that the internship examination rate has been improved, while the clinical teachers on the compact teaching satisfaction rate greatly increased, indicating that the practical feasibility. 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