熊春华, 姜靓翎, 杨秀木. 6所高校农村订单定向医学生培养方案的比较[J]. 蚌埠医学院学报, 2018, 43(10): 1393-1396. DOI: 10.13898/j.cnki.issn.1000-2200.2018.10.029
    引用本文: 熊春华, 姜靓翎, 杨秀木. 6所高校农村订单定向医学生培养方案的比较[J]. 蚌埠医学院学报, 2018, 43(10): 1393-1396. DOI: 10.13898/j.cnki.issn.1000-2200.2018.10.029
    XIONG Chun-hua, JIANG Liang-lin, YANG Xiu-mu. Comparison of the education scheme of rural order directed medical students in 6 colleges and universities[J]. Journal of Bengbu Medical College, 2018, 43(10): 1393-1396. DOI: 10.13898/j.cnki.issn.1000-2200.2018.10.029
    Citation: XIONG Chun-hua, JIANG Liang-lin, YANG Xiu-mu. Comparison of the education scheme of rural order directed medical students in 6 colleges and universities[J]. Journal of Bengbu Medical College, 2018, 43(10): 1393-1396. DOI: 10.13898/j.cnki.issn.1000-2200.2018.10.029

    6所高校农村订单定向医学生培养方案的比较

    Comparison of the education scheme of rural order directed medical students in 6 colleges and universities

    • 摘要: 目的:比较6所高校培养方案的相同点和不同点,为农村订单定向医学生的培养方案改革提供参考依据。方法:选取6所具有代表性的高校作为对象,采用文献分析、电话访谈、现场考察等方法,从培养目标、要求、课程设置等方面对其培养方案进行分析和比较。结果:6所高校在培养目标、培养要求、课程设置、实践教学等方面存在较大差异,部分高校存在着培养目标定位不准确、课程设置不全面、实践教学体系不完善等问题。结论:建议从设置统一的本科教育标准、调整培养目标、修订课程设置、构建实践教学基地联合体等方面进行完善,提高人才培养质量。

       

      Abstract: Objective:To compare the similarities and differences of the education schemes in 6 colleges and universities for providing the reference basis in reforming the training programs of rural order directed medical students.Methods:The training objective,require and curriculum setting in 6 colleges and universities were analyzed and compared by documentary analysis,phone interview and on-the-spot investigation.Results:The significant differences in training objective,requirement,curriculum setting and practical teaching in 6 colleges and universities were found.The inaccurate training objective,incomplete course setting and imperfect practical teaching were found in some colleges and universities.Conclusions:Setting the unified undergraduate education standard,adjusting training objective,modifying course setting and establishing practical teaching can improve the quality of personnel training program.

       

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