Medical test data should be timely, accurate and reliable, through the test quality control to ensure the authenticity of test results. The following is what I have organized for you for your reference.
范文一：医学检验技术专业生物化学教学改革
Abstract Biochemical testing is one of the professional core courses in medical laboratory technology. In the teaching process oriented to job requirements to build the curriculum system, the curriculum standard, teaching content, teaching methods and assessment system for comprehensive optimization, so as to strengthen the students' practical skills and comprehensive professional quality training, to create a skillful professional talents to adapt to clinical positions.
Keywords medical laboratory technology; biochemical testing; teaching reform
With the development of science and technology, medical laboratory technology plays an extremely important role in the diagnosis of modern clinical diseases, treatment effects and prognosis judgment, disease prevention. Biochemical testing in the clinical medical testing work occupies a pillar position, it can quickly and intuitively reflect the quality and quantity of the human body's material metabolism at the molecular level under the disease state changes [1]. Biochemical testing course is one of the professional core courses of medical testing majors, is based on analytical chemistry, biochemistry, molecular biology, immunology and other disciplines into the integration of the discipline, but also a basic theory and professional practice of technology is closely integrated with the discipline. Nowadays, the content of biochemical testing is increasing, and the technology is more and more automated, modularized and systematic, which puts forward higher requirements for the training of higher vocational medical testing professionals, and at the same time prompts the teaching of biochemical testing to be oriented to the reform of clinical application. For this reason, combined with the characteristics of the biochemical testing course and the actual situation of our school, we are actively reforming and exploring the system, standards, teaching content and methods, assessment system and other aspects of the course.
1 based on clinical testing needs, and actively improve the senior biochemical testing course system
The goal of the training of senior medical testing technology professionals is "to cultivate basic medicine, clinical medicine, medical testing and other aspects of the basic theories and skills, and be able to engage in all levels of hospitals, blood stations, disease control centers, inspection and quarantine departments in the testing of medicine, medical advanced professional application of medicine. Medicine of the medical high-level professional application-oriented talents". At present, most of the higher vocational medical testing technology majors basically still follow the traditional training mode of implementation of basic medical courses, professional courses, experimental practice courses in order of segmented teaching, curriculum construction to discipline-centered, and the rapid development of modern clinical medical testing technology, the teaching content is relatively backward, and heavy on theory and light on practice. Based on the above status quo, we strive to build a biochemistry testing curriculum system that takes students as the main body, combines with the actual needs of clinical testing positions, focuses on the improvement of students' vocational literacy and application skills, and meets the needs of employment. Higher vocational biochemistry testing course covers more content and limited credit hours, thus we revise and improve the standard of the course on the basis of the original course standard, through extensive talks with medical testing professionals, full discussion with teachers of related parallel disciplines, and full reference to the current syllabus of the medical testing examination, focusing on the demand for job skills. The total credit hours in the current biochemical testing course standard of our university is 94 credit hours, of which 54 credit hours are theoretical courses and 40 credit hours are experimental courses. The theoretical part mainly consists of the following four modules: firstly, the basic principles of biochemical testing methods, techniques and instruments, the principle of automatic biochemical analyzers and the application of technology module; secondly, the diagnosis of human material and energy metabolism disorders of enzymology, laboratory diagnosis of the special case of the methodology, technology and clinical significance of the module; once again, the biochemical diagnostic module of the important tissues and organs under the pathological state; and finally endocrine diseases and body fluids related markers of the biochemistry module. and a diagnostic module on biochemical tests for body fluid-related markers. The modularized curriculum standard is convenient for grasping the important and difficult points in the subsequent teaching process, which is also in line with the law of learning from the easy to the difficult, and is more organized and systematic, which improves the interest and efficiency of students' learning. A reasonable increase in the proportion of practical hours in the practical part of the program ensures that the practical teaching, while strengthening the cultivation of students' skills, is in line with the objectives of personnel training.
2 focus on the implementation of teaching and learning, and effectively improve students' vocational ability and literacy
2.1 Optimize the content of teaching and learning, innovative teaching methods and tools
The biochemistry testing course has a lot of content, and the content of the chapters is relatively independent, the contact is not close enough. For example, the evaluation of the instrument detection system, calibration, quality control and other parts of the basic knowledge content due to the actual teaching process does not require high and appears to be "cumbersome and redundant", the structure and function of the liver and kidney, blood gas analysis and acid-base balance and other basic knowledge of the biochemistry course with the content of the intersection and repetition, and the actual work of medical testing of the immune turbidimetric analysis, Body fluid tumor marker determination, diabetes acute metabolic syndrome comprehensive experiments because of experimental conditions teaching is not in place, part of the indoor quality control applications, laboratory standards and other commonly used work content is missing, the content of the textbook and the requirements of the examination syllabus for the examiner there is also a certain gap. Therefore, teachers need to carefully prepare for the teaching process, a lot of reference to the planning of the textbook, and actively use the Internet to access Chinese and foreign publications and literature, pay attention to the latest developments in the discipline of biochemistry testing and technology, and then in the teaching of new content, and from which screening and summarizing the key and difficult points of suitable teaching, so that the content of the modularization and systematization of the teaching process. Different teaching methods and means are adopted for different important and difficult points in the teaching process. In the traditional classical knowledge points such as blood glucose, blood lipids, blood urea determination, etc., the use of inductive teaching method through multimedia courseware display, through the "inquiry method" and case discussion method to teach the liver and kidney organ lesion detection indicators, methods and clinical significance, the use of PBL teaching method to carry out the teaching of immunology clinical testing knowledge. With the development of society, teaching methods should also keep abreast of the times, teachers should actively build high-quality, efficient subject website, actively utilize the network teaching platform to carry out open teaching, produce high-quality course teaching multimedia courseware of important chapters and video recordings of lectures given by famous teachers for students' pre-study before class and consolidation of review after class. Provide teachers and students interactive platform, teachers reserved homework exercises, students can ask questions online in a timely manner, effective communication between teachers and students, to enhance the teaching effect [2].
2.2 Teacher quality "dual-teacher", practical teaching materials
Higher vocational medical education is focused on the training of skilled personnel, in the actual teaching process, biochemistry testing course teachers with dual-teacher qualifications in the proportion of relatively small, and teaching materials and teaching support is mainly written by college teachers. Some of the teaching materials do not describe the operation method in detail in the test case, and there is no supporting experimental teaching materials, most of the existing experimental teaching materials lag behind the actual work demand, and the content is mostly inclined to the basic experiments, so that the students can not systematically master the experimental principles and methods, which is likely to cause a disconnect between the school teaching and the application of the actual clinical testing, and therefore the need to increase the teacher's bi-educational training and encourage teachers to obtain a practicing certificate. Practicing certificate, regularly send teachers to hospitals or inspection and quarantine departments to rotate the relevant testing positions to learn, close contact with the clinical, teaching and learning. Actively invite inspectors with middle and high level titles to participate in the preparation of teaching materials and seminars, and prepare more practical teaching materials and lab guides in line with the biochemistry inspection course of higher vocational medical inspection specialty. Through the preparation of teaching materials so that the comprehensive quality of teachers and practical ability to gradually improve, for better training of students to lay a solid foundation.
2.3 Reform of experimental teaching, teaching and practice integration
Referring to the biochemical testing course system, the rational development of teaching and experimental practice plan and strict implementation, and actively implement the integration of teaching and practice, in the theoretical course after the lecture to arrange for the corresponding practical teaching, so that students can "strike while the iron is hot", to avoid the "teaching and practice integration". Avoid the separation of "teaching and learning" and "teaching and doing". Laboratory teaching work should be actively close to the hospital, where conditions allow the purchase of new devices, and actively carry out the new test project practice teaching, increase the students of semi-automatic biochemical analyzers and automatic biochemical analyzers on the experimental operation, and at the same time can be used with the help of Internet technology for remote video teaching, simulation practice operation. Relying on the advantages of our three affiliated hospitals, we regularly and actively arrange for students to visit the hospitals to study the advanced clinical testing instruments, cultivate students' interest in biochemical testing, so that students can really do "see a lot of knowledge" and "know a lot of wisdom". Invite hospital experts into the laboratory *** with the discussion and development of experimental programs and personally guide students experiments. Laboratory teachers in the teaching process should first correctly regulate the demonstration of teaching, emphasize the key points of the standard operation, and can make a reasonable analysis of the student's experimental results, and actively guide the students to form a mutual assistance group, mutual supervision and learning, in order to improve the students' experimental practice ability to cultivate the ability of teamwork at the same time.
2.4 Reasonable extracurricular development, strengthen the comprehensive ability to cultivate career
The current development of society has put forward higher requirements for medical practitioners, the sea of learning, higher vocational medical testing students after three years of study, whether to the workplace, or continue to higher levels of advanced studies need to have the ability to continue learning and scientific research, and thus in addition to teaching need to Emphasize the development of students' comprehensive quality. Outside the classroom to guide students to actively participate in lectures, invite professors of relevant medical courses to carry out the latest application of molecular biology in biochemical testing technology, invite hospital experts to discuss actual cases, share experience and technology, and talk about career development and problems in the actual work. For medical testing technology students actively organize practical skills competitions to strengthen the training of vocational ability, while selecting and sending interested students to participate in comprehensive scientific research and experimental research, teaching students to use search technology to access the literature, and guiding students step by step to carry out experimental operations, dealing with the results of the experiments, and reasonably broaden the professional knowledge of the students at the same time to enhance the cultivation of independent analysis and problem solving, innovation ability, and to comprehensively promote and Improve the professional quality of students, really not only teach students to "fish" and teach students to "fish".
3 Build a comprehensive and effective assessment and evaluation system
Currently, the assessment of the higher vocational medical biochemistry testing course is mainly through the closed-book theoretical assessment, the usual laboratory report and attendance, the actual operation of the experimental assessment of the overall evaluation, and more in the semester at the end of the centralized assessment, which is prone to cause the students to hold on to their feet temporarily, did not comprehensively and truly reflect the student's learning effect and ability, and because the examination is mainly centered on the classroom, the students' learning effect and ability. At the same time, because the examination is mainly centered on the content of the textbook, it is easy to be out of touch with the actual vocational needs, resulting in the employment process of students in the eyes of the low. Therefore, we need to reform the assessment and evaluation system, optimize the theoretical assessment content, reform the closed-book examination method, increase the usual, mid-term stage assessment, increase the proportion of experimental assessment, the introduction of hospital experts to guide the practical skills assessment, to build a comprehensive assessment and evaluation, to truly be able to improve the theoretical level of the students and the ability of practical operation [3].
3.1 Optimization of the course question bank, theoretical assessment of the stage and network
For the qualification examination and occupational needs, according to the requirements of the curriculum standard combined with the actual teaching materials to continuously optimize the biochemistry testing course professional test bank. The question bank covers a variety of standardized questions such as terminology, fill-in-the-blanks, multiple choice questions and X-type questions, short answer questions, expository questions, etc., and each question is labeled with difficulty coefficient, question type, chapter and other information. Teachers can flexibly select and organize papers, and the system can also organize papers randomly. Teachers can be divided into chapters or in the mid-term phase of the selection of questions group paper for the usual assessment test, the same knowledge points test questions in order to use the digital classroom to carry out rapid assessment and results summary, not only to avoid cheating paper exams, but also reflect the real learning effect of the students in a timely manner [4].
3.2 Simulation of experimental assessment
Biochemical testing is a discipline that requires high practical ability. Practical operation ability not only demonstrates students' mastery and understanding of theoretical knowledge, but also objectively reflects students' practical hands-on ability, and at the same time, it is the embodiment of students' professionalism. The experimental assessment of the course is particularly important, the assessment methods and means must be actively reformed, set up a simulation of the experimental assessment scenarios, invite fellow medical experts, full-time theoretical teachers and experimental teachers *** with the composition of the scoring team, the content of the assessment is also based on the routine testing of clinical tests in the case, the students extracted the topic, operation and defense, the scoring team to give a comprehensive score [5]. In this way, the laboratory assessment can be more objective and fair to reflect the true level of students. With the development of modern medicine, biochemical testing technology is also more and more advanced, which requires that the theoretical teaching and experimental teaching of biochemical testing courses should be continuously improved and optimized. The fundamental goal of higher vocational medical education is to serve the medical and health careers, while the development of medical and health careers and provide a positive direction for the training of higher vocational medical personnel, so adhere to the "career-oriented, competency-based" concept of personnel training in order to adapt to the changes of the new situation, in order to cultivate qualified medical testing personnel.
References
[1] Pang Xinyue, Li Xin. Some thoughts on the teaching reform of clinical biochemistry and biochemical testing [J]. Health Career Education, 2010, 2824: 49-51.
[2]Shi Yurong, Mei Chuanzhong, Wu Wenjuan, et al. Comprehensive application of multiple teaching methods to improve the teaching quality of clinical biochemistry testing[J]. China Higher Medical Education, 20115: 96-97.
[3]Zhou Shijie, Xu Liangxian, Yin Changsheng.Analysis of the results of biochemistry experimental operation assessment of 242 medical testing students[J]. Journal of Jiujiang College Natural Science Edition, 20122:117-120.
[4]Qiong Zhang, Chaoxia Zhang, Tiesheng Zheng. Design Ideas for Online Teaching of Clinical Biochemistry Testing Course[J]. International Journal of Laboratory Medicine, 2013, 3417: 2341-2343.
[5]Ouyang Huijun. Reform Research on the Integration of Teaching Assessment and Qualification Examination of Biochemical Testing Technology[J]. Chinese and Foreign Medical Research, 2013, 1120:136-137.
Model Article 2: Medical Laboratory Technology Inspection Errors and Preventive Education
Abstract: With the rapid development of clinical laboratory medicine, the discipline of laboratory medicine has evolved from an auxiliary means of clinical diagnosis to become an independent discipline that plays a more and more important role in the diagnosis, treatment and prevention of diseases. The independent discipline plays an increasingly important role in the diagnosis, treatment and prevention of diseases. In recent years, the public's legal concept and *** awareness is increasing, putting forward higher requirements for medical safety. Laboratory medicine involves clinical departments, if the test process or results of the test error, it may mislead the direction of clinical diagnosis and treatment, resulting in medical errors or even medical errors. Therefore, the prevention of medical testing technology students should be strengthened to prevent testing errors in education.
Keywords: medical laboratory technology; test error; preventive education
Currently, the tension between doctors and patients has become a hot issue in society, from the medical point of view, to minimize the medical errors and medical errors is to ensure medical safety, to avoid disputes between doctors and patients, and to improve the quality of health care effective measures. Laboratory medicine as a discipline with high technical requirements, its test process involves various clinical departments, test results directly affect the clinical diagnosis and treatment direction, the technical operation process of any one link of negligence may lead to the occurrence of test errors, thus misleading the direction of clinical diagnosis and treatment, or delay the patient's condition, or endanger the patient's life. The so-called test error, refers to any deviation from the standard operating procedures or programs, the error may bring serious adverse consequences, bring great harm to the patient and may even lead to their death [1]. This requires inspectors to strengthen professional ethics, continuously improve professional skills, strictly regulate the operation, closely communicate with the corresponding clinical departments and patients, and always take precautions to minimize the rate of testing errors [2]. Higher vocational education is to cultivate higher technical and applied talents with necessary theoretical knowledge and strong practical ability, strong adaptability. Our school as a "based in Yichun, service in Jiangxi, facing the whole country, to the world" for the service orientation of higher vocational colleges and universities, training and creating high-quality skilled personnel is the direction of our schooling. We have done active exploration and practice in strengthening the medical testing technology students test error prevention education, training students' self-prevention awareness and ability, mainly through the prevention of test error content and measures to strengthen the medical testing technology students test error prevention education. Now its experience and colleagues to exchange and discuss.
1 test error prevention education content
To ensure medical safety is the need to respect and maintain human life, such as test errors delay the diagnosis and treatment of the patient's disease, triggered by clinical errors or even accidents, will seriously affect the public's sense of trust in the health care organization. Therefore, the core of our test error prevention education for students is to emphasize patient-centeredness and to provide clinicians with accurate and reliable test data. We believe that the content of prevention education includes relevant laws and regulations, professional skills and humanistic cultivation of three aspects, is introduced as follows.
1.1 Relevant laws and regulations
Schools in the medical laboratory technology course offerings, in addition to the basic legal courses, but also such as the rules and regulations of medical institutions and professional and technical specifications and other occupational laws and regulations penetrate into the teaching of the corresponding specialties, such as the "Regulations on the Administration of Medical Institutions," "Regulations on the Handling of Medical Accidents," "Medical Institutions, Clinical Laboratory Regulations on the Administration of Medical Institutions, Regulations on the Handling of Medical Accidents, Measures for the Administration of Clinical Laboratories in Medical Institutions, Blood Transfusion Law of the People's Republic of China, Measures for the Administration of Clinical Laboratories in Medical Institutions. Students acquire knowledge of relevant laws and regulations through study, clarify their legal identity and responsibilities, know the rights of patients, learn to apply laws and regulations to regulate their professional behavior, and lay a foundation for entering clinical safety practice. After entering the clinical internship, students should abide by the rules and regulations of the department, strictly abide by the professional and technical operating procedures, and in practice, through contact with relevant cases, strengthen the legal awareness, so as to continue to learn and enhance the awareness of the prevention of testing errors and enhance the ability to deal with them.
1.2 Skilled professional skills
To enable students to master excellent professional skills is an effective way to prevent test errors. On the one hand, through classroom teaching and on-campus practical training to strengthen students' three basic training, in the study of the integration of test error case teaching, strict standardization of operating procedures; on the other hand, through the internship hospital centralized pre-job training and laboratory testing of the strict teaching management of the laboratories, learning the "laboratory error and accident registration system," "Laboratory Work System" and so on, for the various sections of the entry education, academic lectures, out of the theory and skills Assessment, so that students will be professional theoretical knowledge through clinical practice and clinical application of the combination of practical application, in the process of enhancing professional skills to strengthen the prevention of testing errors in the awareness and ability.
1.3 Higher humanistic cultivation
Modern medical services emphasize people and health as the center, the modern medical model of humanistic cultivation of medical and technical personnel put forward higher requirements, so we focus on cultivating students' humanistic cultivation, including moral cultivation, aesthetic cultivation, etiquette and interpersonal relationship cultivation. Through the study of humanistic cultivation, professional ethics, medical aesthetics, interpersonal communication and other courses, we cultivate students' professional ethical sentiments, improve their aesthetic cultivation and master interpersonal communication skills. So that students on the one hand can better communicate and cooperate with the clinical departments of medical personnel, on the other hand, when providing professional and technical services to patients, can regulate their own speech and behavior, consciously use the spirit of humanistic care to guide the professional practice, in order to ensure the safety of the test at the same time for the patients and clinical departments to provide quality services.
2 test error prevention education measures
The test error prevention education for medical laboratory technology students is a gradual and silent process. We started from the students into the school of professional education, the relevant educational content throughout the different stages of learning, specific measures reflected in the whole process, all staff, standardization and information in four aspects.
2.1 Full-scale
From the beginning of students entering the school to receive professional education, preventive education should be throughout each stage of learning, and the various stages of cross-fertilization and interpenetration, specifically divided into two phases of the school period and internship period.
2.1.1 In the school period
In the first year of the public **** course and the professional foundation course, medical testing technology professional laws and regulations and medical safety education, cultivate the students' professional ethical beliefs and the spirit of prudence, establish the concept of law, to learn the law, understand the law, abide by the law. For example, students are told the consequences of test errors such as picking the wrong patient specimen, coding the wrong specimen number, and issuing the wrong test report due to a lack of responsibility in their work. In the second year of professional courses, professional teachers in the professional skills training of students, on the one hand, pay attention to cultivate a strict standardization of the students, the learning attitude of excellence, on the other hand, pay attention to the combination of test errors in case teaching. Such as clinical work in violation of the test operating procedures, blood specimen tube broken centrifugation, urine specimens placed too long to cause bacterial contamination, blood type identification and cross-matching errors and other errors lead to clinical medical disputes or accidents. In the second semester of the second year, students enter the pre-internship preparation, the school arranged for a week of intensive training on the key operation of the special case, so that students for the upcoming internship stage to do a good job of ideological and skills to prepare for the internship stage, in order to minimize the internship testing errors to lay the foundation. At the same time for students in the clinical internship is prone to test errors, in the training to focus on guidance.
2.1.2 Internship
Students enter the internship phase in the third year, which is their safety theory from the school to the clinical safety practice of the necessary process, through this process, to complete the role from the student to the quasi-testing the role of the technician change. Interns to the internship hospital first of all to their pre-job training, the hospital's rules and regulations, internship discipline and other fully introduced to the students. In addition, through the explanation of etiquette service and communication skills, the students really understand the relationship between theory and practice as well as the way to deal with the relationship with clinical departments and the relationship between doctors and patients, so as to promote the students to standardize their own words and actions, and to improve their own moral literacy, professionalism and communication skills. Throughout the internship phase, interns under the guidance of the lead teacher, in accordance with the internship program to complete the internship program, at the same time, to develop a rigorous work style, the formation of a good professional attitude, standardized operating skills, for the possible operation of the error can be prevented in a timely manner, the incidence of testing errors to a minimum.
2.2 Full staff
On the one hand, the school internship and employment office, the Registrar's Office, the Academic Affairs Office, the Youth League Committee, the Department of Civics and Politics and the School of Medicine and other departments to grasp the **** management, around the "student-centered", through various forms and a variety of ways of teaching and management, to strengthen the school of medical testing technology students. Students test error prevention education. For example, the school internship employment office will internship hospital feedback related education and teaching recommendations, through the convening of faculty and departmental joint meeting, symposium, internship class counselor and internship team leader training courses and other forms of transmission. Each teacher teaching in combination with the professional characteristics of teaching, each class teacher counselor through class management, thematic class meetings and other daily work to carry out unremitting preventive education, each internship group leader in the process of internship in the group in a timely manner to understand the dynamics of the group members, found that the problem in a timely manner to the hospital section of the Department of Science and Education Section of the Department of Inspection, and the school of internship and employment office, where the faculty to reflect, so that the problem can be solved. On the other hand, in order to cultivate qualified technical and applied talents and ensure the quality and safety of students' off-campus internship, the school has established long-term and friendly cooperative relationships with some hospitals with standardized teaching management and excellent teaching staff. As a functional department of the university, the Internship and Career Office directly interfaces with the corresponding management organization of the hospital, such as the department of science and education or the teaching management office. By strengthening the internship safety education and management of the joint institutions, forming the "management network of internship hospitals - Internship Employment Office - medical school class teachers/counselors", we can ensure that the interns complete their internship tasks successfully, minimize the incidence of testing errors and eliminate medical accidents. Medical malpractice.
2.3 standardization
According to the needs of the test error prevention education and the existing rules and regulations, to further improve the school's relevant education and teaching management regulations, basic systems and workflow, the formation of a unified and relatively stable management system. For example, the school's teaching regulations, practice instructor duties, graduation internship work management regulations, internship employment office duties, off-campus internship teachers and excellent internship selection methods. The school internship employment office maintains close contact with the teaching management office of each internship base, and adopts a variety of contact methods to understand the internship dynamics of interns in a timely manner; regularly convenes teaching seminars for leaders of relevant management departments of internship bases and teaching teachers, *** with the discussion of internship management and safety education; from time to time, invites the leaders of internship hospitals and excellent teachers to come to the school to give lectures, and utilizes interviews and recruitment to do safety education for students. Students do safety education. In addition, the Internship and Employment Office should strengthen the liaison with each internship group, establish a weekly reporting system for each internship group leader, and report the internship situation of the group to the school regularly in various forms such as telephone, information, e-mail, QQ or WeChat. Through the school and the internship hospital two aspects of standardized and orderly education and teaching management, so that students test error prevention education is effectively guaranteed.
2.4 Informatization
With the popularity of computers, smart phones, students can more conveniently and quickly through the school portal, internship employment network and other information platforms to receive relevant safety knowledge. For example, during the internship phase, the Internship and Employment Office and the internship hospitals, internship groups were established QQ group, microblogging group, through QQ, microblogging, e-mail and other modern means of information, to ensure that the institutions and teachers and students instant communication, make full use of the advantages of convenient and quick information for the prevention of education services. In addition, also through the network platform to do a good job on the service work of individual students, such as the school has built internship employment network, internship section of the internship safety education in an important position, regularly update the content; set up internship group QQ group and microblogging group, the timely release of internship dynamics, the existence of the internship safety risks timely reminder to accept online internship one-to-one exchanges to cultivate students to guard against errors and accidents in every aspect of the work and ability to penetrate the work. The ability to cultivate students' awareness and ability to prevent errors and accidents permeates all aspects of work. In recent years, the development of vocational education in China has been fast, emphasizing that vocational education should "strive to improve the quality of personnel training", therefore, it is necessary to adapt to the new requirements of economic and social development on the level, specifications, knowledge and ability of technical and skilled personnel, strengthen ideological and moral education, humanistic education and technical skills cultivation with the core of enhancing students' employment and entrepreneurial ability, in order to comprehensively improve the quality of personnel training. comprehensively improve the quality of personnel training. We put moral education in the training of medical testing technology professionals, put moral education in the first place, to improve students' vocational skills and cultivate professionalism fusion, pay special attention to the prevention of testing error education, in order to enhance the overall quality of medical testing technology students.
References:
[1] Hu Lihua. Clinical blood transfusion test [M]. Beijing: People's Health Publishing House, 2013.
[2]Zeng Yang. Introduction to test error prevention and self-prevention [J]. Drugs and People, 2014, 274:252.