Effects of application of innovative key performance indicator lean teaching management system in clinical medical laboratory
10.3760/cma.j.cn114452-20230811-00055-1
- VernacularTitle:积分管理制度在检验医学精益化教学中的应用
- Author:
Yuwei DI
1
;
Huaxin MAI
;
Zhengkang LI
;
Jinwei HUANG
;
Chenglong LIN
;
Ying LUO
;
Yujing YANG
;
Kaixuan YUAN
;
Ge HUANG
;
Wei HUANG
;
Bing GU
Author Information
1. 广东省人民医院检验科 广东省医学科学院，广州 510000
- Keywords:
Hospitals, teaching;
Key performance index;
Clinical laboratory;
Management
- From:
Chinese Journal of Laboratory Medicine
2024;47(6):701-705
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To evaluate the performance of key performance indicator (KPI) lean teaching management system in clinical medical laboratory.Methods:Combining lean teaching management in universities with KPI system of enterprises, an innovative KPI lean teaching management system was developed and applied in Clinical Medical Laboratory of Guangdong Provincial People′s Hospital (GDPH). A total of 106 teachers, who had worked from January 2021 to December 2022 in GDPH, joined this study. Teachers were divided into 8 professional groups. Firstly, we quantified the teaching workload by class hours, evaluated the teaching outcomes base on national, provincial, school, and college levels to assign different teaching points, and linked the teaching KPI scores to the evaluation, salary, and professional title of teachers. Then, we analyzed the overall teaching points and teaching points for each professional group (2021-2022). Finally, we asked teaching managers, teachers, and colleagues to evaluate the KPI lean teaching management system and compared the effects before and after the implementation of this system.Results:Compared with 2021, the teaching scores of 106 teachers increased significantly from 1.0 (0.2, 2.7) to 3.8 (2.3, 6.0) in 2022 ( Z=8.1, P<0.01). The teaching scores of clinical molecules, clinical coagulation, clinical immunology, clinical microbiology, Huifu laboratory, and clinical biochemistry group were significantly higher in 2022 than the scores they got in 2021 (all P<0.05). Compared with 2021, there were 3 new set up of educational reform projects, 2 submitted teaching articles, 3 new competition awards, 7 outstanding teachers, and 5 outstanding students in 2022. After application of KPI lean teaching management, the evaluation scores of teaching work by teaching managers, teachers, and colleagues are all significantly improved ( P<0.05). Conclusion:KPI lean teaching management system could effectively enhance teachers′ work initiative, improve teaching efficiency and outcome, and promote the teaching quality. Therefore, based on the performance of KPI lean teaching management system in our study, it is possible to realize its potential in terms of lean management in clinical medical laboratory.
