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Objective: This project is intended for health management through diversification of practice teaching profession research, found diversified practice teaching problems for health management professional practice teaching diversification feasible suggestions, so as to continuously promote the reform of teaching and innovation, constantly updated practice teaching content and methods, and to practice teaching and application of diverse talents training combine health management training applied talents, service to society. Methods: The literature analysis diversified collection of domestic and related personnel training and practice teaching literature, summarized can learn the theory and method. On this basis, combined with professional training health service management features, determine the focus of this study, research ideas, and to design the questionnaire and interview outline. In this study, the main application of research methods are: (1) literature research; (2) questionnaire; (3) in-depth interviews; (4) statistical methods. Results: (1) 95.38% of the students think is very important and critical practice teaching. 96.53% of the students that should increase the practical teaching of the time, 62.95% want to increase off-campus practice teaching time. The need for additional courses, management courses, courses in economics and law courses higher rates. (2) practice teaching to obtain a certain effect, that the proportion of very poor practice teaching fewer achieve results on the evaluation of teaching practice focused on the general effect. (3) Case teaching is involved in one of the highest teaching methods, laboratory simulation computer operation, student, summer and winter period of participation in social practice have been more than 60%. However, with the teacher doing research, teaching and other role-playing simulation teaching methods involvement is relatively lower. Most conducive to improving their quality of teaching methods, practice, issues to do with the teacher, class research under the higher weight, and these are precisely the students consider themselves involved in fewer teaching methods. (4) evaluation of teaching practice open-book examinations accounted for 32.00%, accounting for 30.25% closed book examinations. In addition, the interview (oral defense), submit a report or paper form of assessment also occupy a certain proportion, which accounted for 14.74 percent interview, submitted a report accounting for 22.68%, 0.33% other assessment methods. Appraisal less obvious reasons, assessment methods accounted for 28.16% single, single exam content accounted for 45.31%, the examination body accounted for 25.31% single, other reasons for choosing the number of six people, accounting for 1.22%. Conclusions: (1) students' awareness of the importance of practice teaching more unified, students are more inclined to practice outside the classroom teaching; variety of teaching methods have been widely used in practice teaching, but the \a gap; practice teaching achieved some results, but there is still much room for growth; present assessment has not simply dominated by a closed book exam, there has been a trend of diversification, but a variety of assessment forms to carry out the situation there is relatively large gap, and the student assessment results to the overall proportion of very satisfied occupy less. Therefore, personnel training and health management professional applications, the need to optimize the overall curriculum; rational planning theory and practice of teaching, practice teaching appropriate to increase the number of hours; actively implemented outside of the classroom teaching to enhance students' comprehensive quality; practice-oriented teaching in the implementation process to ensure that teaching practice quality; clear assessment objectives, reflecting practical assessment requirements to ensure that the effect of practice-oriented assessment. (2) Practical teaching is an important means of cultivating talent. Design practice teaching system, the principles should be followed targeted, operability principles, the principle of dynamic adjustment, systemic principles. On this basis, also based health management professional background and cognitive characteristics of students from diverse practice teaching objectives, content, diversity, diversity in forms, assessment and other aspects of diversity, design \model to develop health management professional application type.
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