Applied Research in Restructuring the Clinical Teaching Process of Division of Respiratory Disease with Six Sigma Management Theories_Chinese Journal of Evidence-Based Medicine

Authors：

 SHIJing-fen ¹ , GONGYong ¹ , ANJing ¹ ,  HUPei ²

1. Department of Educationg & Training, Sichuan Academy of Medical Sciences & Sichuan Provincial People's Hospital, Chengdu 610072, China;
2. School of Economics and Business Administration, Southwest Jiaotong University, Chengdu 610031, China;

Corresponding author：

HUPei, Email: huhupei@126.com

Keywords：

Six Sigma; Clinical teaching; Process restructuration

DOI：

10.7507/1672-2531.20140073

Video：

Export PDF Favorites Scan Get Citation

Abstract Full text Figures/Tables Video References Cited by

Objective To improve the quality of clinical teaching by restructuring the clinical teaching process with Six Sigma management theory. Methods Based on the Six Sigma management theory, this paper explored the key causes of the quality of clinical teaching in the respiratory department by using scientific tools including Brainstorming, Fishbone Diagram and Pareto Principle. The problem of teaching of professional clinical skills was the key factor that affected the quality of department's clinical teaching. This paper improved the quality of clinical teaching by restructuring the clinical teaching process including drawing up and carrying out The Manual of Clinical Skills Teaching in respiratory department and introducing the scientific teaching method. Results About the survey on the satisfaction of clinical teaching process, the score of the control group was much higher than that of the experimental group (P < 0.05). And the score of the skill test of the control group was much higher than that of the experimental group (P < 0.05). Conclusion The application of Six Sigma management and process restructuration to improve the clinical teaching is significantly effective.

Citation： SHIJing-fen, GONGYong, ANJing, HUPei. Applied Research in Restructuring the Clinical Teaching Process of Division of Respiratory Disease with Six Sigma Management Theories. Chinese Journal of Evidence-Based Medicine, 2014, 14(4): 418-423. doi: 10.7507/1672-2531.20140073 Copy

1.	石景芬, 王星月.毕业后医学教育阶段住院/专科医师对带教师资需求的再调查.中国循证医学杂志, 2009, 7(9):740-743.
2.	胡善联.中国医学院校和教育研究型卫生系统现状概述.中国循证医学杂志, 2013, 13(5):525-526.
3.	余海.关于教育研究型卫生系统.中国循证医学杂志, 2013, 13(5):522-524.
4.	Chen L.为什么要发展教育研究型卫生系统.中国循证医学杂志, 2013, 13(5):520-521.
5.	赵文英.在临床教学中培养学生循证思维.医学研究与教育.2012, 12(6):79-82.
6.	聂小蒙, 徐晓璐.临床医学八年制教学中开展循证医学教育的探讨.西北医学教育, 2009, 17(3):460-461.
7.	Sadia MM, Julie H, James D, et al.Is evidence based medicine teaching and learning directed at improving practice? J R Soc Med, 2010, 103(6):231-238.
8.	Colin PW, Furman SM.Evaluation of a longitudinal medical school evidence-based medicine curriculum:a pilot study.J Gen Intern Med, 2008, 23(7):1057-1059.
9.	李峻, 董碧蓉.循证医学对临床实践和医学教育的影响.中国循证医学杂志, 2008, 8(3):147-150.
10.	周凌, 张立斌, 徐沪济.在风湿科CBL法教学中培养循证医学思维.中国高等医学教育, 2011, (4):97-107.
11.	边琪, 宋彬, 郭志勇, 等.在诊断学教学中应培养学生循证思维.中国高等医学教育, 2010, (2):60-61.
12.	Sackett DL, Straus SE, Richardson WS, et al.Evidence based medicine:how to practice and teach EBM? NewYork:Churchill Livingstone, 2000:1-2.
13.	周凌, 张立斌, 徐沪济.在风湿科CBL法教学中培养循证医学思维.中国高等医学教育, 2011, 15(4):97-107.
14.	边琪, 宋彬, 郭志勇, 等.在诊断学教学中应培养学生循证思维.中国高等医学教育, 2010, 14(2):60-61.
15.	张珺, 杨克虎, 田金徽, 等.临床路径教学法在护理实践教学中应用效果的Meta分析.中国循证医学杂志, 2011, 11(10):1210-1216.
16.	左川, 曾静, 卿平, 等.PBL融入诊断学实践教学初探.中国循证医学杂志, 2011, 11(9):1098-1102.
17.	左川, 曾静, 卿平, 等.案例教学法应用于诊断学腹部查体教学初探.中国循证医学杂志, 2012, 12(12):1426-1431.
18.	Peter S著, 王金德译.六西格玛团队实战手册.北京:中国财政经济出版社, 2003:2-15.
19.	任真年.现代医院流程再造.北京:清华大学出版社, 2009:1-32.
20.	曲松涛, 王晓鹏, 孙希昌, 等.基于精益六西格玛的医用耗材供配流程改造.中国卫生经济, 2011, 30(12):68-69.
21.	周春宇, 曹建春, 常洞赜, 等.六西格玛理念与综合医院门诊服务流程改进.中医药管理杂志, 2013, 21(4):405-406.
22.	卢映红, 缪滔, 王赛君, 等.应用六西格玛提升糖尿病患者健康知识知晓值.医院管理论坛, 2013, 3(6):52-56.
23.	江锦平, 宏涛, 田薇, 等.六西格玛管理法对围手术期服务质量改进的影响研究.中国医院管理, 2011, 31(11):38-40.
24.	孙云霞, 傅增智.行为主义学习理论在护理技能操作教学中的运用.卫生职业教育, 2009, 2010, 7(14):86-88.
25.	查太香.内科临床护理带教现状分析与研究.临床和实验医学杂志, 2007, 11(11):181-182.

1. 石景芬, 王星月.毕业后医学教育阶段住院/专科医师对带教师资需求的再调查.中国循证医学杂志, 2009, 7(9):740-743.
2. 胡善联.中国医学院校和教育研究型卫生系统现状概述.中国循证医学杂志, 2013, 13(5):525-526.
3. 余海.关于教育研究型卫生系统.中国循证医学杂志, 2013, 13(5):522-524.
4. Chen L.为什么要发展教育研究型卫生系统.中国循证医学杂志, 2013, 13(5):520-521.
5. 赵文英.在临床教学中培养学生循证思维.医学研究与教育.2012, 12(6):79-82.
6. 聂小蒙, 徐晓璐.临床医学八年制教学中开展循证医学教育的探讨.西北医学教育, 2009, 17(3):460-461.
7. Sadia MM, Julie H, James D, et al.Is evidence based medicine teaching and learning directed at improving practice? J R Soc Med, 2010, 103(6):231-238.
8. Colin PW, Furman SM.Evaluation of a longitudinal medical school evidence-based medicine curriculum:a pilot study.J Gen Intern Med, 2008, 23(7):1057-1059.
9. 李峻, 董碧蓉.循证医学对临床实践和医学教育的影响.中国循证医学杂志, 2008, 8(3):147-150.
10. 周凌, 张立斌, 徐沪济.在风湿科CBL法教学中培养循证医学思维.中国高等医学教育, 2011, (4):97-107.
11. 边琪, 宋彬, 郭志勇, 等.在诊断学教学中应培养学生循证思维.中国高等医学教育, 2010, (2):60-61.
12. Sackett DL, Straus SE, Richardson WS, et al.Evidence based medicine:how to practice and teach EBM? NewYork:Churchill Livingstone, 2000:1-2.
13. 周凌, 张立斌, 徐沪济.在风湿科CBL法教学中培养循证医学思维.中国高等医学教育, 2011, 15(4):97-107.
14. 边琪, 宋彬, 郭志勇, 等.在诊断学教学中应培养学生循证思维.中国高等医学教育, 2010, 14(2):60-61.
15. 张珺, 杨克虎, 田金徽, 等.临床路径教学法在护理实践教学中应用效果的Meta分析.中国循证医学杂志, 2011, 11(10):1210-1216.
16. 左川, 曾静, 卿平, 等.PBL融入诊断学实践教学初探.中国循证医学杂志, 2011, 11(9):1098-1102.
17. 左川, 曾静, 卿平, 等.案例教学法应用于诊断学腹部查体教学初探.中国循证医学杂志, 2012, 12(12):1426-1431.
18. Peter S著, 王金德译.六西格玛团队实战手册.北京:中国财政经济出版社, 2003:2-15.
19. 任真年.现代医院流程再造.北京:清华大学出版社, 2009:1-32.
20. 曲松涛, 王晓鹏, 孙希昌, 等.基于精益六西格玛的医用耗材供配流程改造.中国卫生经济, 2011, 30(12):68-69.
21. 周春宇, 曹建春, 常洞赜, 等.六西格玛理念与综合医院门诊服务流程改进.中医药管理杂志, 2013, 21(4):405-406.
22. 卢映红, 缪滔, 王赛君, 等.应用六西格玛提升糖尿病患者健康知识知晓值.医院管理论坛, 2013, 3(6):52-56.
23. 江锦平, 宏涛, 田薇, 等.六西格玛管理法对围手术期服务质量改进的影响研究.中国医院管理, 2011, 31(11):38-40.
24. 孙云霞, 傅增智.行为主义学习理论在护理技能操作教学中的运用.卫生职业教育, 2009, 2010, 7(14):86-88.
25. 查太香.内科临床护理带教现状分析与研究.临床和实验医学杂志, 2007, 11(11):181-182.

Previous Article
Correction between Hyperlipoidemia and Prostate Cancer: A Clinical Study
Next Article
Influence of Internship on Nursing Students' Knowledge of Patient Safety: A Questionnaire Survey

Chinese Journal of Evidence-Based Medicine

Applied Research in Restructuring the Clinical Teaching Process of Division of Respiratory Disease with Six Sigma Management Theories

Abstract Full text Figures/Tables Video References Cited by

Previous Article

Next Article

Format

Content