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随着国家新一轮医改的不断深入,体现“双师型”教师岗位特征之一的卫生职业教育医学专业思想被提到议事日程上。实践证明,“双师型”教师医学专业思想丰富程度与“双师型”教师“双岗、双过程”密切相关,与所在院校医学专业思想氛围密切相关,与所在院校领导班子和专家团队医学专业思想传播能力密切相关。卫生职业教育“双师型”教师只有先具备“从医”身份和经历,才有“传医”资格的存在。没有经过系统和持续“双岗”历练的“双师型”教师进入卫生职教领域,只能解决“双师型”教师“短缺”问题,不能解决“双师型”教师“长缺”问题。新常态阶段,“双师型”教师“双使命”、“双责任”、“双权威”的如期实现要靠“双份量”的物质精神鼓励、劳动成果体现、价值奉献回报去维系。
With the continuous deepening of the new round of medical reform in the country, the thought of medical profession of health vocational education, which reflects one of the post characteristics of “double-teacher” teachers, was put on the agenda. Practice has proved that the degree of enrichment of “double teacher” teachers in medical specialty is closely related to “dual teacher”, “double post and double process”, and is closely related to the ideological atmosphere of medical major in the university where they live Institutional leadership and team of experts in medical professional thinking is closely related to the ability to communicate. Health vocational education “double teacher ” teachers only have “medical ” identity and experience, have “medical ” qualification exists. Without the systematic and continuous “double post ” experience “double teacher ” teacher enters the field of health vocational education, can only solve the problem of “double teacher” “shortage ”, can not be solved Teacher type “teacher ” long absence "problem. In the new normal stage, the realization of the double-duty teachers, dual mission, dual responsibility, and double authority on time should be encouraged by the materialistic spirit of double quantity and the labor force Reflect the value of the return to maintain.