中华医学教育杂志

中华医学教育杂志 ›› 2019, Vol. 39 ›› Issue (12): 958-961.DOI: 10.3760/cma.j.issn.1673-677X.2019.12.016

• 继续医学教育 • 上一篇    下一篇

全国卫生专业技术人员参加继续医学教育形式及其学习效果影响因素分析

陈丽1, 杜治琴2, 刘振华3, 刘振洪3, 吴亚军3, 徐强3, 张英杰4, 刘俊立1   

  1. 1中华医学会全国继续医学教育委员会办公室,北京 100710;
    2中华医学会,北京 100710;
    3哈尔滨医科大学继续教育学院 150081;
    4中国疾病预防控制中心网络和信息安全管理处,北京 102206
  • 收稿日期:2019-02-25 出版日期:2019-12-01 发布日期:2020-12-09
  • 通讯作者: 刘俊立,Email:liujl@cma.org.cn,电话:010-85158435
  • 基金资助:
    中国科学技术协会“科技人员对继续教育工作需求调查研究项目”(2018KT019)

Analysis on the different forms and effects of national health professional and technical personnel

Chen Li1, Du Zhiqin2, Liu Zhenhua3, Liu Zhenhong3, Wu Yajun3, Xu Qiang3, Zhang Yingjie4, Liu Junli1   

  1. 1Office of National Committee on Continuing Medical Education,Chinese Medical Association,Beijing 100710,China;
    2Chinese Medical Association,Beijing 100710,China;
    3College of Continuing Education,Harbin Medical University,Harbin 150081,China;
    4Department of Network and Information Security Management,Chinese Center for Disease Control and Prevention,Beijing 102206,China
  • Received:2019-02-25 Online:2019-12-01 Published:2020-12-09
  • Contact: Liu Junli,Email:liujl@cma.org.cn,Tel:0086-10-85158435

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摘要： 目的 了解和分析全国卫生专业技术人员参加继续医学教育的不同形式及其学习效果的影响因素。方法 2018年6月至10月,采用自行设计调查问卷,在全国范围内通过在线答卷为主、纸质答卷为辅的方式进行问卷调查,了解和分析不同特征卫生专业技术人员参加继续医学教育的不同形式及其学习效果的影响因素情况。结果 调查对象参加继续医学教育的不同形式,从多到少依次为学术会议(56.9%,20312/35701)、专题讲座(55.2%,19702/35701)、网络学习(54.5%,19450/35701)、专项培训(50.8%,18135/35701)、进修教育(27.6%,9850/35701)。东部地区、从业11年以上、副高级及以上专业技术职务者参加学术会议、专题讲座等形式的继续医学教育的比例相对较高。对于提高理论水平和专业技能最有帮助的继续医学教育形式,卫生专业技术人员选择比例最高的为岗位技能培训(74.3%,26511/35701)和理论培训(70.4%,25150/35701),均超过70.0%。对于影响继续医学教育学习效果的因素,选择比例最高的为“实用性不强”(47.6%,16991/35701)和“针对性不强”(46.5%,16616/35701)。结论 全国卫生专业技术人员参加最多的继续医学教育形式为学术会议,但岗位技能培训和理论培训对于提高个人水平帮助最大。实用性和针对性不强是影响继续医学教育学习效果的主要因素。

关键词: 卫生专业技术人员, 继续医学教育, 形式, 学习效果, 影响因素

Abstract: Objective To understand and analyze on the main forms of national health professional and technical personnel participating in continuing medical education and the influencing factors of learning effect.Methods From June to October 2018,questionnaire surveys were conducted nationwide through online questionnaires and paper-based questionnaires by a questionnaire.Group comparison was used based on working years,professional and technical positions,and working regions.Results The types of respondents who participated in continuing medical education were academic conferences (56.9%,20 312/35 701),special lectures (55.2%,19 702/35 701),online learning (54.5%,19 450/35 701),special training (50.8%,18 135/35 701) and advanced education (27.6%,9 850/35 701).The proportion of continuing medical education in academic conferences,special lectures,etc.in the eastern region,those who have worked for more than 11 years,and senior positions are relatively high.For the continuing medical education methods that are most helpful in improving the theoretical level and professional skills,the highest proportion of skills training (74.3%,26 511/35 701) and theoretical training (70.4%,25 150/35 701) are selected,all of which exceed 70.0 %.For the factors affecting the effect of continuing medical education,the most selective choice is not practical (47.6%,16 991/35 701)and not targeted (46.5%,16 616/35 701).Conclusions National health professional and technical personnel prefer the academic conference as the most frequent form of continuing medical education as academic,but the skill training and theoretical training are the most helpful form to improve individual level.Lack of practicality and pertinence are the main factors of continuing medical education.

Key words: Health professional and technical personnel, Continuing medical education, Form, Learning effect, Influencing factors

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