中华医学教育杂志

中华医学教育杂志 ›› 2022, Vol. 42 ›› Issue (8): 682-686.DOI: 10.3760/cma.j.cn115259-20211123-01429

• 人才培养模式 • 上一篇    下一篇

基于词频分析的全球卫生胜任力模型研究

刘佐坤1, 吴音格2, 申贵元1, 尹慧3   

  1. 1北京大学公共卫生学院2017级七年制预防医学专业,北京 100191;
    2北京大学公共卫生学院2018级五年制预防医学专业,北京 100191;
    3北京大学公共卫生学院全球卫生学系,北京 100191
  • 收稿日期:2021-11-23 发布日期:2022-08-01
  • 通讯作者: 尹慧, Email: yinhui@pku.edu.cn

Global health competency model based on word frequency analysis

Liu Zuokun1, Wu Yin'ge2, Shen Guiyuan1, Yin Hui3   

  1. 1Undergraduate of 7-year Preventive Medicine, Enrolled in 2017, School of Public Health, Peking University, Beijing 100191, China;
    2Undergraduate student, Major in Preventive Medicine, 5-year Program, Enrolled in 2018, School of Public Health, Peking University, Beijing 100191, China;
    3Department of Global Health, School of Public Health, Peking University, Beijing 100191, China
  • Received:2021-11-23 Published:2022-08-01
  • Contact: Yin Hui, Email: yinhui@pku.edu.cn

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摘要： 目的 建立全球卫生胜任力模型,为开展全球卫生胜任力相关研究及人才培养提供参考。方法 2021年6至8月,通过文献检索获取8个与全球卫生直接相关的胜任力模型,提取建模词库建立初始模型,提取校验词库检验初始模型。通过频次分析区分胜任力指标的重要程度,并利用文献研究和专家咨询完善最终模型。结果 校验词库中的所有胜任力指标均能被纳入初始模型中,合并两词库共获得165个单词或词组。确立模型的3圆相交结构,建立了包括“通用胜任力”、“专业胜任力”和“全球胜任力”3个维度共24个胜任力指标的最终模型。其中重复频次达到8次及以上的“团队合作与人际交往能力”(17次)、“交流与表达能力”(12次)、 “优秀的个人品质”(12次)、“接受多元文化”(12次)、“决策与领导力”(11次)等9个胜任力指标,为本模型的重要胜任力指标。“团队合作与人际交往能力”“交流与表达能力”“决策与领导力”3个胜任力指标同时存在于3个维度,为本模型的核心胜任力指标。结论 本模型具有较好的通用性,符合全球卫生领域对人才多学科多维度能力的需求,有助于使用者识别全球卫生胜任力指标的重要程度,可以为全球卫生人才选拔和培养提供初步参考。   

关键词: 全球卫生, 胜任力模型, 词频分析

Abstract: Objective To construct a global health competency model as the reference for global health competency research and talent training. Methods From June to August 2021, we reviewed eight competency models related to global health from literature databases and key modeling lexicon was extracted to establish a primary model. The final model was refined through literature research and expert consultation with the important competency index divided by frequency analysis. Results The verification process shows that all the competency indexes in the check thesaurus are qualified to be incorporated into the primary model and 165 words or phrases are obtained by combining the two thesauruses. A three-circle intersection structure of the model has been established, and revised into the final model with 24 competency indicators including three dimensions as “general competency”, “professional competency” and “global competency”. Among those, nine competency indicators are found to appear repeatedly 8 times or more, such as “teamwork and interpersonal skills” (17), “communication and expression ability” (12), “good personal qualities” (12), “multiculturalism” (12), “decision-making and leadership” (11), and so can be served as the important competency indicators of this model. Three competency indicators including “teamwork and interpersonal skills”, “communication and expression skills” and “decision and leadership” are found to exist in three dimensions of the model simultaneously, which may be considered as the core competency indicators. Conclusions This model has good applicability and meets the demand for education of talents in global health, which can be shared by education institutions to identify the importance of global health competency indicators and provide a preliminary reference for the selection and training of global health talents characterized with multi-disciplinary and multi-dimensional capacity.

Key words: Global Health, Competency model, Co-Word Analysis

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