Experiences and feelings of clinical teaching teachers

Clinical teaching teachers should stand the test of students, have rich professional knowledge and skilled technical operation, as well as noble medical ethics and good communication skills. Here, I want to talk about my feelings. The following is my collection of clinical teaching teachers' feelings, welcome to read.

Experience of clinical teaching teachers 1

Qualified clinical medical students need not only a solid theoretical foundation, but also rich clinical practice experience. Clinical practice is an important part of medical education, a turning point in applying systematic theoretical knowledge and basic skills to clinical practice, and a process of re-learning and improvement. Clinical practice teaching is the key to ensure the quality of medical education and improve the comprehensive quality of medical students. How to do a good job in clinical practice teaching, improve teaching quality and train qualified clinical medical workers is summarized as follows.

1, teachers should establish good medical ethics and good teacher-student relationship. Teaching teachers are the enlighteners and instructors of medical students' clinical work, and play a subtle role in teaching students by example. Teaching teachers by example is a silent education for students. Medical students' recognition and trust in teachers will become a kind of motivation for their serious internship. Teachers should love their jobs, have a strong sense of responsibility, not only have solid theoretical knowledge and rich clinical experience, but also have noble moral sentiments and perfect personality charm. In teaching, teachers should set an example, care for patients and naturally combine medical ethics to teach and educate people. Medical students have just entered the hospital for internship from school and come into contact with patients in the hospital. They will encounter all kinds of problems and puzzles at any time, including medical, psychological, social and even linguistic problems, which require clinical teaching teachers to spend a lot of time explaining and teaching. Teachers should care, love and respect students, teach students in accordance with their aptitude, point out students' shortcomings and mistakes in time, and establish an equal, harmonious, cooperative and undifferentiated teacher-student relationship.

2. Study and establish a good doctor-patient relationship. In recent years, the medical model is changing from "pure biology" model to "physiology-psychology-society-environment" model, and the doctor-patient relationship is gradually changing from the model of doctor-patient dominance and blind obedience to the new model of equality and mutual respect between doctors and patients. Facing the new doctor-patient relationship, both teachers and students should fundamentally change their ideas. The treatment of doctor-patient relationship is also an important part of medical students' study. Cultivate medical students to engage in clinical medical work with the concept of "patient-centered" and learn to respect patients. To be a good clinician, it is very important to understand the patients' psychological state and the relationship and communication between patients. Medical students often lack communication with patients, which is difficult to understand. They need to be explored and cultivated in clinical medical activities. Clinical practice should not only pay attention to knowledge education, but also cultivate students' ability to communicate with patients, including ways, methods and skills. The basis of communication is that language clinical teachers should pay attention to cultivating students' language ability in teaching. Patients often refuse interns' inquiries and physical examinations because of illness or psychological factors. The selected teaching cases should be communicated in advance, and the consent of patients and their families should be obtained, and the active cooperation of patients should be obtained on the basis of informed consent. Students should also be good at communicating with patients. They should respect, care and understand patients. They should take the responsibility of taking care of patients properly and win their hearts through their diligence in order to get their active cooperation. Only by establishing a good doctor-patient relationship can clinical practice teaching be carried out more smoothly and complement each other.

3. Teaching lectures, teaching rounds and case discussions. In the process of practice, we should combine students' self-study and acceptance, focus on the clinical characteristics, diagnosis, differential diagnosis and treatment of diseases, and instill them into the whole teaching process. Explaining the etiology, pathogenesis, pathological anatomy and other basic contents of the disease is easy to understand, which is conducive to the cultivation and improvement of students' clinical thinking and problem-solving ability. After interns enter the department, the deputy chief physician is responsible for small lectures and teaching rounds. You can't simply repeat the content of the theoretical class when giving lectures. In addition to explaining the basic theoretical knowledge and related basic skills, such as the methods and precautions of medical history inquiry, the basic methods and sequence of physical examination, various puncture methods and acupoints, etc., we should also sum up theoretical knowledge from the perspective of clinical practice in order to achieve mastery, especially highlighting the horizontal connection of knowledge, and linking the knowledge of related diseases with symptoms or syndromes as the topic of teaching lectures.

Broaden students' thinking, cultivate students' clinical analysis ability or take the special business content in this field as the teaching theme to supplement the shortcomings of teaching materials and theoretical courses. Teaching ward round is an important teaching activity to cultivate students how to observe and treat patients, learn to deal with the relationship between doctors and patients, and become a qualified doctor. It is one of the effective ways to cultivate medical students' ability to analyze and solve problems.

Through teaching rounds, medical students should gradually master the basic laws of clinical work, such as collection and inductive analysis of medical history, communication skills between physical examination and patients, analysis of disease evolution and laboratory results, reasonable doctor's advice, correct course record and so on. In teaching, teachers should not only impart ready-made knowledge to students, but also guide students to explore unknown fields, strengthen the cultivation of students' intelligence, activate students' thinking, find new ways to solve problems and draw new conclusions. Good teaching rounds can not only help students consolidate the theory they have learned and broaden their knowledge, but also enable students to receive medical ethics education under the influence of teachers.

Teaching case discussion is one of the important teaching activities to cultivate students' decision-making thinking in clinical diagnosis, treatment and prognosis estimation. Its purpose is to cultivate medical students' ability to analyze and solve clinical problems, especially to cultivate their ability of self-study and oral expression by learning and understanding knowledge and experience among medical seniors, superior doctors and classmates. Discuss cases regularly, especially difficult cases, to develop students' thinking. Intern students will be on duty 24 hours a day. When accepting emergency patients, special cases and rescuing critically ill patients, teachers will always inform interns to go back to the department to participate in the treatment.

This clinical teaching mode keeps the whole clinical practice of students from being divorced from clinical practice, from theory to practice and from practice to theory. They are "doctors' assistants" while reviewing the clinical knowledge system and observing the changes of patients' condition. The close combination of theory and practice promotes students' understanding and application of theoretical knowledge, cultivates students' clinical practice ability, exercises students' clinical thinking ability, and also improves students' clinical skills and ability to analyze and solve problems.

4, strictly regulate the basic operation technology. Operation demonstration guidance is a kind of teaching form in which teachers guide students with basic diagnosis and treatment techniques according to the requirements of the syllabus, and it is the most primitive and direct way for students to gain operational experience through clinical observation and practice. Its purpose is to enable students to basically master the application indications and operation essentials of this diagnosis and treatment technology, and to guide students to be more skilled and improved in practice. Mastering technical operation specifications must run through the whole clinical practice. Standardization technology is one of the important standards to measure whether a medical staff is qualified. When you step into clinical practice, good habits must be formed from the beginning. Therefore, teachers should lead by example, be serious and responsible, strictly require students to carry out various technical work according to technical standards and norms, and run standardized operation and noble behavior through the whole clinical medical activities, so as to improve the overall quality level of medical staff and establish a good image of the hospital.

5. Organize internship students to actively participate in compulsory health activities. Actively organize interns to participate in voluntary health activities in clinical practice hospitals. For example, go to the nursing home to give the elderly a free physical examination, and go to the countryside for a large-scale abnormal diagnosis. Medical students can deeply receive the noble medical ethics education of helping the world and helping the poor and giving love in the activities. Moreover, during the activity, doctors will also realize their lack of knowledge, establish the confidence that they must seriously study medical knowledge and master more clinical skills, and relieve the pain for more poor patients. The traditional teaching mode is based on classroom teaching, followed by clinical practice. In terms of time and form, theory is easily divorced from reality, and many medical students are used to memorizing theoretical courses, so their clinical practical work ability is poor. Therefore, only through their own efforts and teachers' careful guidance can interns change from student-like thinking mode to doctor-like thinking mode and apply book knowledge to clinical practice, so as to successfully complete their internship tasks and become a qualified clinical medical worker.

Reflections on Clinical Teaching Teachers II

1, specific teaching process requirements

(1) Appearance: Teachers should have hair on their foreheads but not on their eyebrows, hair on the back of their heads but not on their shoulders, clean clothes, no exposure, no jewelry and the same color of shoes and socks; Speak with dignity and generosity, and speak at a moderate speed; Be considerate and patient to patients, let nursing students lay a good foundation, behave appropriately and serve with a smile, so that patients feel comfortable and feel at home.

② Work attitude: Dedication and seriousness are the most basic requirements for clinical teaching teachers, laying a foundation for nursing students to engage in clinical work in the future and setting an example of enthusiasm, thoughtfulness, patience and meticulousness for students.

③ Operation: In order to give students a book of water, teachers should have a bucket of water, and clinical teaching teachers must have excellent qualities such as strong sense of responsibility, love and dedication, and master a variety of new technologies and businesses. Only by demonstrating the normal operation of nursing students, from "three checks and seven pairs" to aseptic operation, can teachers impart excellent skills to students. Teachers should be meticulous and let them know what is right and what is wrong. If we ignore the formal operation, it will mislead students.

④ Clinical experience: Rich clinical experience is a valuable asset that clinical teachers impart to students. Choosing experienced senior nurses can teach students a lot of knowledge that books can't learn. It is of great benefit for students to deal with and solve problems in their future work.

2. Pay attention to the cultivation of ability

Communication is very important in health education, and we should pay attention to the cultivation of communication ability in clinical work. Clinical teaching teachers should encourage nursing students to take every possible opportunity to educate patients and master the art of communication through continuous communication with patients. Listen to patients' needs and try to solve their difficulties; Guide medication, inform diet during examination, etc. , enhance medical feelings. Cultivation of disease observation ability. A very important part of nursing work is to observe the condition. Clinical teaching teachers should first fully understand the situation of patients in the department, and then let nursing students observe purposefully. For example, patients with diarrhea should pay attention to the frequency of defecation; Critically ill patients who have been monitored by ECG should pay attention to the changes of consciousness and vital signs, and record them truthfully and in detail on the critically ill patient record form. At the same time, we should analyze our own observation content, give timely and accurate feedback to clinicians, and cultivate our own operational ability. Don't look at it. First of all, nursing students should be familiar with the operating norms, teachers should teach first, students should practice first, try to give students opportunities, and don't be afraid of failure. Only by doing it yourself can we improve and make new progress. Combining theory with practice is easier to master and apply in clinic. Cultivate the writing ability of nursing students. Students must seriously study the writing norms of medical documents and the regulations on handling medical accidents, clarify their responsibilities and relevant legal knowledge, and strengthen the writing practice of nursing documents to make the contents comprehensive, objective, true and accurate. Medical documents show legitimate interests and are not allowed to be altered, concealed, lost or even forged or destroyed. At the same time, it is very important for nursing students to study legal awareness knowledge seriously, avoid disputes and protect themselves.

3. Experience summary

3. 1 Teaching summary:

Clinical teaching teachers should continue to learn and improve in their educational career. Before the end of the student internship, the department or group will call the students to hold a summary meeting. Comprehensive evaluation of nursing students' learning, including written test, oral test and skill operation. (For details, please refer to our grading standard, and the grading table is as follows). Strict examination discipline, strict grading according to standards, and urge students to study. Training evaluation: Full score: ① Professional quality 10. ② 20 points for basic theory. ③ Basic skills 10. ④ Comprehensive nursing ability is 50 points. ⑤ Medical record writing score 10. According to the above standards, 40 nursing students in our hospital were evaluated. See table 1 for details.

3.2 Student feedback:

Clinical teaching teachers should stand the test of students, have rich professional knowledge and skilled technical operation, as well as noble medical ethics and good communication skills. Clinical teaching teachers strive to be role models for students and achieve their own glory by carefully designing teaching contents and preaching in person. At the same time, we should dare to face the evaluation of students, constantly sum up experience, improve ourselves, and make greater contributions to cultivating high-quality and high-level nursing talents.

Experience of Clinical Teaching Teachers (3)

Tongliang Chinese Medicine Hospital has been undertaking the clinical teaching of medical students in colleges and universities. However, since Tongliang Hospital of Traditional Chinese Medicine became an indirect affiliated hospital of College of Traditional Chinese Medicine of Chongqing Medical University in 20__, especially the arrival of undergraduate medical students, clinical teaching teachers are facing great challenges. Moreover, with the change of medical education mode, the comprehensive quality of modern students is constantly improving, and the requirements for clinical teaching and research departments and teachers are constantly changing and improving. Simply repeating the previous education model and teaching methods can no longer meet the requirements of modern clinical teaching. Only by continuous reform and improvement can we cultivate high-quality medical students, improve the level of clinical teaching and build our hospital into a comprehensive hospital integrating medicine, teaching and research. After several years of teaching, I have the following experience.

The comprehensive quality of clinical teachers needs to be further improved.

The purpose of clinical tutorial system is to train high-quality clinicians, cultivate students' clinical thinking ability, doctor-patient communication ability and clinical operation skills (including clinical diagnosis and treatment ability). To be a good clinical teacher, we must first have a strong sense of responsibility and not perfunctory. Without a certain sense of responsibility and careful teaching, it is difficult to train excellent doctors. A good doctor is not equal to a good teacher. To be a good clinical teacher, besides doing his usual medical work, he must also take responsibility, realize his teacher's responsibility ideologically, understand his dual identity as a doctor and a teacher, enhance his sense of responsibility, set an example, guide students carefully, do a good job in teaching and improve the quality of practice. Secondly, teaching teachers must improve their knowledge level, because medicine develops rapidly and knowledge is updated quickly, and people have many and direct ways to obtain medical knowledge (including medical knowledge lectures, books and magazines, communications, networks and other forms), which requires any clinician to keep learning and studying, which is particularly important for clinical teachers.

Only by continuous progress can we meet the learning requirements of students. Therefore, a good clinical teacher must be a good doctor first. Third, clinical teachers must constantly improve their teaching ability. In addition to improving their teaching skills and teaching efficiency, we should seriously teach students the correct clinical thinking ability and problem-solving ability, which are reflected in daily medical activities. We should influence students with our own words and deeds and standardized medical operations and behaviors, so that students can get formal training from the beginning.

2. Strengthen the basic clinical skills training of interns.

Students must go through the writing of medical documents when they enter the clinic. Medical record writing has been taught by college teachers in clinical probation. In the internship stage, clinicians tell students that medical records should be written objectively, truly, accurately, instantly and completely, and medical documents should be equal to legal documents, so that students can establish a serious, serious and responsible attitude towards medical records writing. Teachers should strictly check and ask interns to think independently, and teachers should give specific guidance. Standardize physical examination, correct method, skilled technology, standardized movements, especially specialized diseases, and do not miss important signs and negative signs with differential significance.

3. Pay attention to the cultivation of students' clinical skills.

It is a gradual and mature process for students to enter school and graduate. It needs to go through a series of changes from basic knowledge to professional knowledge and skills, and from professional theory to practice. Clinical medicine has comprehensive characteristics, which is the comprehensive embodiment of multidisciplinary knowledge, and medicine serves people. Clinical work is faced with patients, with patients as the goal and treatment as the means. As future doctors, medical students face patients every day, and the information provided by a patient is often scattered, complicated and even contradictory. Because of the complexity of patients, the uncertainty of clinical medicine is determined, so the cultivation of students' clinical ability is the key to clinical practice.

Integrating theory with practice is one of the best teaching methods. The purpose of clinical practice is to confirm the theoretical knowledge that medical students have learned in class through contact with patients, and to review them with specific questions at any time in the process of contact with patients, so as to further deepen and consolidate these theoretical knowledge and turn it into their real clinical skills. When students see a disease in clinical teaching, they often can't make a correct judgment on its etiology, the internal relationship between pathology and symptoms and signs, and the relationship between different individuals. This is a complicated process. Through ward round analysis, medical record discussion, preoperative discussion and consultation opinions on different occasions, the clinical thinking ability of medical students is cultivated and improved. Teaching rounds are particularly important for strengthening the work of attending doctors. In terms of the quality of rounds, efforts should be made to be fully prepared, accurate in purpose, familiar with medical history, standardized in rounds procedures, physical examination sequence and technical specifications, strong in disease analysis and expression, clear in thinking, correct in evaluating auxiliary examination results, summarizing and highlighting key points, combining case theory with practice, reflecting the new progress and new technology of this discipline to the room, and asking targeted questions. Through the data analysis of chief complaint, medical history, signs, imaging data, diagnosis and differential diagnosis, and treatment, this series of teaching process enables students to consult other relevant materials when they see a disease in clinic, so that students can not only better combine theory with practice, but also have a clear understanding of these diseases. And encourage interns to listen more and ask more questions, teachers ask questions while talking, students listen and think, and guide students to watch more, think more and watch more surgery. For example, let students review the relevant knowledge of local anatomy and nerve block before treatment, so that middle school students can see it after treatment, ask appropriate questions during treatment, and let students think while watching. In the clinical practice teaching of students, it is often found that students are keen to sit in the office and read books, and rarely take the initiative to go down to the ward to ask about the patient's medical history. Therefore, students should be encouraged to go deep into the ward, observe the illness, fully grasp the first-hand clinical data, think more about the changes of their illness, think more about whether they conform to the law, think more about their own diagnosis and treatment plans, and ask more questions and explanations to teachers, so as to promote the cultivation of medical students' clinical thinking and the accumulation of clinical experience. During the internship, students should work hard to do more and write more. Clinical practice is very practical, so interns must be allowed to do more. Before the operation, they should be warned that any operation is skillful and knowledgeable. Teachers should look elsewhere freely, implement each step according to the standardized operation steps, strictly abide by the concept of sterility, and exercise their carefulness, patience, organization and coordination skills.

4. Infiltrate communication skills in practice teaching.

The doctor-patient relationship is the most important medical interpersonal relationship, which is based on the medical profession, with morality as the core and law as the criterion, and has emerged and developed in medical practice. Today, with the vigorous promotion of building a harmonious society and the increasingly tense relationship between doctors and patients, communication between doctors and patients is particularly important. Good words are warm in three winters, and bad words are cold in June. Doctor-patient communication is an art and a doctor's moral character.

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