目的 了解肿瘤专科医院继续医学教育现状和需求,分析相关影响因素。方法 采用横断面调查设计。2025年1—3月,自行设计调查问卷对某肿瘤专科医院649名医务人员进行继续医学教育现状、需求、满意度调研,分析其影响因素。采用χ²检验和有序逻辑回归等方法分析数据。结果 工学矛盾[351名(54.08%)]和学习途径有限[160名(24.65%)]是影响医务人员完成继续医学教育的主要原因;不同职称、学历和专业类别在影响医务人员完成继续医学教育学习的原因方面的差异均具有统计学意义(均P＜0.05);专业知识课程现状与需求存在差距,肿瘤类知识仍为医务人员的主要学习内容,同时对于医学心理学[209名(32.20%)]、医患沟通[194名(29.89%)]、最新科研进展[191名(29.43%)]、课题申请和论文写作[173名(26.66%)]等内容需求迫切;线上远程教育成为主要学习途径[360名(55.47%)]且需求将进一步提升[531名(81.82%)];继续医学教育的总体满意度较高[(4.55±0.65)分],学习动机中“本人希望提高业务水平”、“职业发展需要”和学习花费少的医务人员总体满意度更高(均P＜0.05)。结论 工学矛盾与学习途径有限是影响该院医务人员完成继续医学教育的主要原因;不同职称、学历和专业类别的医务人员在完成继续医学教育的影响因素上存在差异;医务人员对肿瘤类知识外的多种课程内容有迫切需求,线上远程教育已成为主要且需求持续增长的学习途径;医务人员对继续医学教育总体满意度较高,且与特定的学习动机和较低花费相关。

Objective To understand the current status and demands for continuing medical education (CME) among healthcare professionals in a specialized cancer hospital and to analyze related influencing factors. Methods A cross-sectional survey design was adopted. From January to March 2025, a self-designed questionnaire was used to investigate the current status, demands, and satisfaction regarding CME among 649 healthcare professionals in the hospital. Data were analyzed using the chi-square test and ordinal logistic regression. Results Work-study conflict [351(54.08%)] and limited learning pathways [160(24.65%)] were identified as the primary reasons affecting the completion of CME. Statistically significant differences were found in the reasons affecting CME completion across different professional titles, educational backgrounds, and specialties (all P<0.05). A gap was observed between the current offerings and the demand for specialized knowledge courses. Oncology-related knowledge remained the primary learning focus, while there was a strong demand for courses in medical psychology [209(32.20%)], doctor-patient communication [194(29.89%)], latest research advances [191(29.43%)], and grant application and scientific writing [173(26.66%)]. Online distance education was the main learning pathway [360(55.47%)], and its demand was projected to increase further [531(81.82%)]. The overall satisfaction with CME was relatively high [(4.55 ± 0.65) points]. Higher overall satisfaction was associated with learning motivations such as ″personal desire to improve professional skills,″ ″career development needs,″ and lower learning costs (all P<0.05). Conclusions Work-study conflict and limited learning pathways were identified as the primary reasons affecting the completion of continuing medical education among healthcare professionals in this hospital. Differences in the influencing factors were observed across groups with different professional titles, educational backgrounds, and specialties. A pressing demand for various course contents beyond oncology knowledge was reported. Online distance education was confirmed as the primary learning pathway, with its demand demonstrating continued growth. Overall satisfaction among healthcare professionals was relatively high and was associated with specific learning motivations and lower costs.