Developmental paper on the management of students in medical schools for ethnic minorities
Summary: the growing level of health care in the country as a whole and the growing awareness of medicine for ethnic minorities have been accompanied by increased attention to medicine by a large number of ethnic minority students. As a result, a large number of high school graduates have placed the goal of volunteering for advanced examinations in minority medical colleges. With the increase in the number of students, medical schools in ethnic minority areas face considerable challenges in the management and development of students. How to better manage and train students in medical schools in ethnic minority areas has gradually become a very popular subject of research. In this study, theoretical analysis of the daily lives of students of ethnic minority medical colleges and colleges, management of their studies and development of professional skills, correct life stances and values is carried out. At the same time, a number of constructive proposals have been made from a number of perspectives, in the hope of contributing to the management and development of students of ethnic minority higher education institutions。
Keywords: ethnic minorities; medical colleges; management; education
In recent years, a large number of ethnic minority students have begun to study at medical institutions in order to find a broader platform for achieving their own values in life. At this point in time, these minority students face not only many life problems but also many learning difficulties. These require systematic management and effective measures to address the challenges effectively。
I. Problems and responses to the daily lives and studies of students of ethnic minority medical institutions
In today's society, students in higher education face many problems, both at the learning level and at the life level, including students from minority medical schools. For example, when minority students enter non-national universities to study for life, they encounter a range of problems. The first thing to mention is linguistic differences. Most minority students are taught their own language before entering university campuses. However, after entering higher education institutions, most of their courses are taught in chinese. As a result, they are unable to follow the teacher or understand the content of the instruction. This is because every ethnic group has its own language, and when they enter higher education schools and come into contact with students of all ethnic groups, it is inevitable that there is a lack of communication. But these issues can help them adapt as quickly as possible through a number of approaches and responses. We can adopt a student service management model characterized by “capacity improvement”. Targeted development of a series of services specifically targeted at low-linguistic and low-linguistic groups of students to help them successfully achieve full transformation and cultural adaptation. For example, a centre for communication development in chinese has been established. Some chinese-speaking students are used as assistant instructors to keep abreast of their real needs and are responsible for targeted development and organizational implementation of “one-on-one” guidance for students who are unable to keep pace with the course because of lack of language or understanding. Second, there may be minor frictions due to different cultural practices. Each nation has its own different traditional cultural practices. Ethnic minority students, moving from their national cultural environment to a predominantly han cultural environment, face cultural shocks and adaptation problems. At this point, there are problems of exclusion or inadaptation. The differences in the traditional practices of students from ethnic minorities are mainly reflected in eating habits and everyday recreation. The differences in eating habits between different ethnic groups are greater and there are even conflicts, and ethnic minority students often have a certain ethnic talent. We need to carefully analyse and streamline the issues. Every minority student needs to be given high priority on the basis of national unity, psychologically guided, properly confronted, fully trained and trained. They are valued for their ability to exercise and improve their qualities。
Ii. Management and development of students at national minority medical institutions
(i) exploring new job concepts
Since the 1960s, the developed countries of the west have been engaged in a profound rethinking of traditional models of student management at the tertiary level, suggesting that student management should be the main objective of promoting “student development” and “student learning”, with a focus on students' ownership and participation. It's a management concept that we can learn from. Our country has also been emphasizing the need for institutions of higher education to develop human resources for comprehensive quality development, which is in harmony with the management concept of “student development”. Students need to focus on learning. So the first priority for students is learning. In particular, as a student at a medical college, the focus is more on professional studies, since the profession of medically born is that of a doctor or medically related work, which is a matter of life. There is only one life for a person, and if there is a misdiagnosis or mistreatment due to a lack of solid expertise, the error will never be reversed. So we also have to put “student learning” at the forefront. As far as the management of minority students' affairs is concerned, the promotion of “student development” and “student learning” must be accompanied by the development of multicultural and educational equity concepts, the active protection of the educational and cultural rights and interests of minority students, the scientific precision of the characteristics and needs of minority students, the promotion of their physical and mental development and the preparation of them for future life。
(ii) innovative service delivery
The party and the state called for “all-people innovation”. Human innovation is infinite, and we need to change the way we serve on the basis of continuous learning. A series of methods, such as questionnaires, data collection, etc., have been used to target service models that are suitable for students in medical schools in our ethnic minority areas, so as to meet the inherent needs of students more deeply, thereby reducing the subjective nature of the management of the affairs of ethnic minority students in traditional institutions of higher education and basing them on scientific research. The creation of a new service model should also take into account the actual construction of a service system with its own features in schools. The construction of a holistic approach to services that is unique to the school itself and centred on “leading students to success” also requires a shift in the functions of institutions of higher education students' services, not only as mere managerial functions but also as extension services. The service management model of medical schools in ethnic minority areas needs to be studied in the light of the special characteristics of the school itself and the actual situation of the students, so as to enable students to develop fully and move towards successful service management。
(iii) innovative approaches to student management and development
The times are constantly evolving and new issues are emerging. In the face of new challenges, innovation in the management of students is crucial and new thinking and initiatives and innovation are needed to address emerging issues and situations. Student management in medical colleges in ethnic minority areas also requires continuous innovation. The process of strengthening and improving student management is itself an innovative one. The training of students in medical schools in ethnic minority areas also requires innovation. In combination with traditional and new forms of training, we must take advantage of its strengths and devastate it and develop methods of training that are truly suitable for the full development of students in medical schools in ethnic minority areas. A combination of ideological and political education tools, motivational management tools, online education tools, student self-management tools, target management, etc. Can be used to prepare highly educated students。
Concluding remarks
In the light of the above, this paper deals with the management of students in national minority medical schools at various levels, from the current situation of students in national minority medical schools to problems and responses in the daily life and study of students in national minority medical schools, to the management and development of students in national minority medical schools, and with ideas for the management and development of students in national minority medical colleges, taking into account their theoretical foundations and work experience. It is hoped that the practice of management research and management of students from ethnic minority medical schools will be inspired。
