Cultivation of laboratory physicians in China:current situation and reform measures / 中华医学教育探索杂志
Chinese Journal of Medical Education Research
; (12): 721-723,724, 2015.
Artigo
em Chinês
| WPRIM (Pacífico Ocidental)
| ID: wpr-602218
Biblioteca responsável:
WPRO
ABSTRACT
Cultivation of laboratory physicians in accordance with the needs of discipline should be a priority of education on laboratory medicine in China. Unfortunately, the professional career of Chinese laboratory physicians is presently entrapped in a dilemma owing to unfavorable settings, in-cluding the late start of laboratory physician training in this country, unmatched installation between higher school faculty and curriculum, faulty programs of in-hospital training, disparity in management policies, low social esteem, uncertainty in personal intention of employment, and poor knowledge of position awareness. This paper puts forward a lot of measures such as the development trend of the university curriculum, which is in compliance with the subdivision and refinement of clinical medicine, the establishment of a medical degree for a professional laboratory physician, constantly improving the standardization of laboratory physician residency training and continuing education system for the in-spection of doctors , setting up physicians inspection posts and giving a clear mandate to examine physicians inside the hospital, while outside of the hospital continually improving awareness and accep-tance of the laboratory physicians, giving more educational resources to laboratory physicians, so as to improve the overall level of the laboratory medicine.
Texto completo:
Disponível
Contexto em Saúde:
ODS3 - Meta 3C Aumentar o financiamento da saúde e o recrutamento, desenvolvimento, formação e retenção da força de trabalho da saúde
/
Agenda de Saúde Sustentável para as Américas
Problema de saúde:
Autoridade e Responsabilidade dos Profissionais de Saúde
/
Objetivo 3: Recursos humanos em saúde
Base de dados:
WPRIM (Pacífico Ocidental)
Idioma:
Chinês
Revista:
Chinese Journal of Medical Education Research
Ano de publicação:
2015
Tipo de documento:
Artigo