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：

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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.畢業后醫學教育階段住院/專科醫師對帶教師資需求的再調查.中國循證醫學雜志, 2009, 7(9):740-743.
2.	胡善聯.中國醫學院校和教育研究型衛生系統現狀概述.中國循證醫學雜志, 2013, 13(5):525-526.
3.	余海.關于教育研究型衛生系統.中國循證醫學雜志, 2013, 13(5):522-524.
4.	Chen L.為什么要發展教育研究型衛生系統.中國循證醫學雜志, 2013, 13(5):520-521.
5.	趙文英.在臨床教學中培養學生循證思維.醫學研究與教育.2012, 12(6):79-82.
6.	聶小蒙, 徐曉璐.臨床醫學八年制教學中開展循證醫學教育的探討.西北醫學教育, 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.循證醫學對臨床實踐和醫學教育的影響.中國循證醫學雜志, 2008, 8(3):147-150.
10.	周凌, 張立斌, 徐滬濟.在風濕科CBL法教學中培養循證醫學思維.中國高等醫學教育, 2011, (4):97-107.
11.	邊琪, 宋彬, 郭志勇, 等.在診斷學教學中應培養學生循證思維.中國高等醫學教育, 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, 張立斌, 徐滬濟.在風濕科CBL法教學中培養循證醫學思維.中國高等醫學教育, 2011, 15(4):97-107.
14.	邊琪, 宋彬, 郭志勇, 等.在診斷學教學中應培養學生循證思維.中國高等醫學教育, 2010, 14(2):60-61.
15.	張珺, 楊克虎, 田金徽, 等.臨床路徑教學法在護理實踐教學中應用效果的Meta分析.中國循證醫學雜志, 2011, 11(10):1210-1216.
16.	左川, 曾靜, 卿平, 等.PBL融入診斷學實踐教學初探.中國循證醫學雜志, 2011, 11(9):1098-1102.
17.	左川, 曾靜, 卿平, 等.案例教學法應用于診斷學腹部查體教學初探.中國循證醫學雜志, 2012, 12(12):1426-1431.
18.	Peter S著, 王金德譯.六西格瑪團隊實戰手冊.北京:中國財政經濟出版社, 2003:2-15.
19.	任真年.現代醫院流程再造.北京:清華大學出版社, 2009:1-32.
20.	曲松濤, 王曉鵬, 孫希昌, 等.基于精益六西格瑪的醫用耗材供配流程改造.中國衛生經濟, 2011, 30(12):68-69.
21.	周春宇, 曹建春, 常洞賾, 等.六西格瑪理念與綜合醫院門診服務流程改進.中醫藥管理雜志, 2013, 21(4):405-406.
22.	盧映紅, 繆滔, 王賽君, 等.應用六西格瑪提升糖尿病患者健康知識知曉值.醫院管理論壇, 2013, 3(6):52-56.
23.	江錦平, 宏濤, 田薇, 等.六西格瑪管理法對圍手術期服務質量改進的影響研究.中國醫院管理, 2011, 31(11):38-40.
24.	孫云霞, 傅增智.行為主義學習理論在護理技能操作教學中的運用.衛生職業教育, 2009, 2010, 7(14):86-88.
25.	查太香.內科臨床護理帶教現狀分析與研究.臨床和實驗醫學雜志, 2007, 11(11):181-182.

1. 石景芬, 王星月.畢業后醫學教育階段住院/專科醫師對帶教師資需求的再調查.中國循證醫學雜志, 2009, 7(9):740-743.
2. 胡善聯.中國醫學院校和教育研究型衛生系統現狀概述.中國循證醫學雜志, 2013, 13(5):525-526.
3. 余海.關于教育研究型衛生系統.中國循證醫學雜志, 2013, 13(5):522-524.
4. Chen L.為什么要發展教育研究型衛生系統.中國循證醫學雜志, 2013, 13(5):520-521.
5. 趙文英.在臨床教學中培養學生循證思維.醫學研究與教育.2012, 12(6):79-82.
6. 聶小蒙, 徐曉璐.臨床醫學八年制教學中開展循證醫學教育的探討.西北醫學教育, 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.循證醫學對臨床實踐和醫學教育的影響.中國循證醫學雜志, 2008, 8(3):147-150.
10. 周凌, 張立斌, 徐滬濟.在風濕科CBL法教學中培養循證醫學思維.中國高等醫學教育, 2011, (4):97-107.
11. 邊琪, 宋彬, 郭志勇, 等.在診斷學教學中應培養學生循證思維.中國高等醫學教育, 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, 張立斌, 徐滬濟.在風濕科CBL法教學中培養循證醫學思維.中國高等醫學教育, 2011, 15(4):97-107.
14. 邊琪, 宋彬, 郭志勇, 等.在診斷學教學中應培養學生循證思維.中國高等醫學教育, 2010, 14(2):60-61.
15. 張珺, 楊克虎, 田金徽, 等.臨床路徑教學法在護理實踐教學中應用效果的Meta分析.中國循證醫學雜志, 2011, 11(10):1210-1216.
16. 左川, 曾靜, 卿平, 等.PBL融入診斷學實踐教學初探.中國循證醫學雜志, 2011, 11(9):1098-1102.
17. 左川, 曾靜, 卿平, 等.案例教學法應用于診斷學腹部查體教學初探.中國循證醫學雜志, 2012, 12(12):1426-1431.
18. Peter S著, 王金德譯.六西格瑪團隊實戰手冊.北京:中國財政經濟出版社, 2003:2-15.
19. 任真年.現代醫院流程再造.北京:清華大學出版社, 2009:1-32.
20. 曲松濤, 王曉鵬, 孫希昌, 等.基于精益六西格瑪的醫用耗材供配流程改造.中國衛生經濟, 2011, 30(12):68-69.
21. 周春宇, 曹建春, 常洞賾, 等.六西格瑪理念與綜合醫院門診服務流程改進.中醫藥管理雜志, 2013, 21(4):405-406.
22. 盧映紅, 繆滔, 王賽君, 等.應用六西格瑪提升糖尿病患者健康知識知曉值.醫院管理論壇, 2013, 3(6):52-56.
23. 江錦平, 宏濤, 田薇, 等.六西格瑪管理法對圍手術期服務質量改進的影響研究.中國醫院管理, 2011, 31(11):38-40.
24. 孫云霞, 傅增智.行為主義學習理論在護理技能操作教學中的運用.衛生職業教育, 2009, 2010, 7(14):86-88.
25. 查太香.內科臨床護理帶教現狀分析與研究.臨床和實驗醫學雜志, 2007, 11(11):181-182.

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

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