2010•Education of Chinese MedicineRequires access

Talent training mode of work-integrated-learning in Chinese pharmaceutical technology specialty

Liu Li-min

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Abstract

The paper discussed the realization of talent training aim of Chinese pharmaceutical technology specialty through analyzing the teaching reform measures of talent training mode of work-integrated-learning. These measures included the analysis on post investigation and post ability, establishment of talent training aim, reform of talent training plan, construction of ranks of teachers, improvement of the cooperation between university and enterprise, and build of practical training base. The aim was embodied as three 1+1, i.e. professional skill+professional quality, university+enterprise, and curricula education+professional qualification certificate. Some problem-solving methods were provided in the course of reform.

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What this paper is about

The paper discussed the realization of talent training aim of Chinese pharmaceutical technology specialty through analyzing the teaching reform measures of talent training mode of work-integrated-learning. These measures included the analysis on post investigation and post ability, establishment of talent training aim, reform of talent training plan, construction of ranks of teachers, improvement of the cooperation between university and enterprise, and build of practical training base. The aim was embodied as three 1+1, i.e. professional skill+professional quality, university+enterprise, and curricula education+professional qualification certificate. Some problem-solving methods were provided in the course of reform.

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Available abstract

The paper discussed the realization of talent training aim of Chinese pharmaceutical technology specialty through analyzing the teaching reform measures of talent training mode of work-integrated-learning. These measures included the analysis on post investigation and post ability, establishment of talent training aim, reform of talent training plan, construction of ranks of teachers, improvement of the cooperation between university and enterprise, and build of practical training base. The aim was embodied as three 1+1, i.e. professional skill+professional quality, university+enterprise, and curricula education+professional qualification certificate. Some problem-solving methods were provided in the course of reform.

Key concepts: Specialty, Certificate, Curriculum, Training (meteorology), Medical education, Quality (philosophy), Work (physics), Plan (archaeology)

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