中华医学教育杂志

中华医学教育杂志 ›› 2023, Vol. 43 ›› Issue (3): 161-164.DOI: 10.3760/cma.j.cn115259-20220702-00849

• 人才培养模式 •    下一篇

医学技术类专业大类招生和大类培养及专业分流的现状分析和模式优化

程然, 姜琳, 刘畅, 曹璐, 周迪苏, 傅力, 张雪君, 田德润, 申艳娜   

  1. 天津医科大学医学技术学院 300203
  • 收稿日期:2022-07-02 出版日期:2023-03-01 发布日期:2023-02-24
  • 通讯作者: 申艳娜, Email: shenyanna@sina.com
  • 基金资助:
    天津市教育委员会社会科学重大项目(2019JWZD52)

Current situation analysis and model optimization of general category enrollment, general training and major diversion for medical technology specialty

Cheng Ran, Jiang Lin, Liu Chang, Cao Lu, Zhou Disu, Fu Li, Zhang Xuejun, Tian Derun, Shen Yanna   

  1. School of Medical Technology, Tianjin Medical University, Tianjin 300203, China
  • Received:2022-07-02 Online:2023-03-01 Published:2023-02-24
  • Contact: Shen Yanna, Email: shenyanna@sina.com
  • Supported by:
    Social Science Major Projects of Tianjin Education Commission(2019JWZD52)

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摘要： 目的 分析医学技术类专业大类招生、大类培养和专业分流现存问题,为优化改进当前医学技术类专业人才培养模式提供参考。方法 2021年9月,以天津医科大学医学技术学院2019级和2020级431名学生为研究对象,采用调查问卷方法,对大类招生,大类培养和专业分流3个方面情况进行调研。对学生第一学年必修课程平均加权成绩和专业分流结果进行一般线性模型分析,评估学生专业选择情况。结果 381份有效问卷的分析结果显示,249人(65.4%)认为大类培养能够提高学习积极性,为专业分流提供帮助,217人(57.0%)对大类招生政策缺乏了解;285人(74.8%)对于大类培养课程设置表示满意;105人(27.6%)在专业分流后感到焦虑和沮丧,而且认为没有分配到理想专业会影响其学习积极性。2019级医学检验技术、医学影像技术等专业学生第一学年平均加权成绩分别为(82.56±2.94)分、(79.15±4.17)分,2020级学生成绩分别为(83.30±2.61)分、(79.29±2.93)分,2个年级的各专业学生间成绩差异均具有统计学意义(均P<0.001)。2019级与2020级专业分流第一志愿报名医学检验技术专业的人数比例分别为55.3%(119/215)和40.7%(88/216),其他专业报名比例均低于30.0%。各专业学生成绩和志愿分布结果显示,专业分流开始出现冷热门分化趋势。结论 大类招生、大类培养和专业分流可加速医学技术类专业人才培养模式改革、提高人才培养质量,但需要加强大类招生大类培养宣传力度,增加专业引导,建设学生专业分流后心理辅导,探索新的用于专业分流的评价机制。

关键词: 教育,专业, 大类招生, 大类培养, 专业分流, 医学技术, 优化改进

Abstract: Objective To analyze the existing problems of the general category enrollment, general training and major diversion for medical technology specialty in order to provide the reference for optimizing and improving the current talent cultivation mode and promote the innovative development of medical technology specialty. Methods In September 2021, a questionnaire survey was used to investigate among 431 students who completed major diversion from grades 2019 and 2020. General linear model was conducted on the scores of compulsory courses in the first academic year and the results of major diversion of grades 2019 and 2020 students to evaluate students' choices of majors. Results The results of 381 valid questionnaires showed that 249(65.4%) students thought that general training could improve their learning enthusiasm and provide help for major diversion, and 217(57.0%) students lacked understanding of general category enrollment policies; 285(74.8%) students were satisfied with the curriculum of general training; 105(27.6%) students felt anxious and depressed after major diversion, and thought that not being assigned to an ideal major would affect their learning enthusiasm. In grade 2019, the average weighted scores of students majoring in medical laboratory technology and medical imaging technology in the first academic year were (82.56±2.94) and (79.15±4.17) respectively, and the scores of students in grade 2020 were (83.30±2.61) and (79.29±2.93) respectively. There are statistical differences between the majors in the two grades (all P<0.001). The proportion of the first choice for the medical laboratory technology specialty of grades 2019 and 2020 are 55.3% (119/215) and 40.7% (88/216) respectively, and the proportion of other majors is less than 30.0%. The trend of major differentiation was found by statistical analyzing the scores and the applications of the students. Conclusions It is necessary to strengthen the publicity of general category enrollment and general training, provide guidance for major selection, focus on the psychological counseling for students after major diversion and explore a new evaluation mechanism for major diversion.

Key words: Education, professional, General category enrollment, General training, Major diversion, Medical technology, Optimization and improvement

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