国外医学教育与比较医学教育

金砖国家继续医学教育制度比较研究

  • 马真 ,
  • 佟赤 ,
  • 朱滨海 ,
  • 张彦文 ,
  • 王雄国 ,
  • 毕晓明
展开
  • 1北京大学医学部继续教育处 100191;
    2中国医科大学继续教育学院,沈阳 110001;
    3南京医科大学第一附属医院教育处 210029;
    4天津医学高等专科学校 300222;
    5上海交通大学医学院继续教育学院 200025;
    6哈尔滨医科大学教务处 150081

收稿日期: 2018-09-23

  网络出版日期: 2020-12-08

基金资助

中华医学会医学教育分会和中国高等教育学会医学教育专业委员会2016年度医学教育研究重点课题(2016A-JX001)

Comparative study on continuing medical education system in BRICs

  • Ma Zhen ,
  • Tong Chi ,
  • Zhu Binhai ,
  • Zhang Yanwen ,
  • Wang Xiongguo ,
  • Bi Xiaoming
Expand
  • 1Department of Continuing Education, Peking University Health Science Center, Beijing 100191, China;
    2School of Continuing Education, China Medical University, Shenyang 110001, China;
    3Department of Education, First Affiliated Hospital of Nanjing Medical University, Nanjing 210029, China;
    4Tianjin Medical College, Tianjin 300222, China;
    5School of Continuing Education, Shanghai Jiaotong University Medical College, Shanghai 200025, China;
    6Department of Educational Administration, Harbin Medical University, Harbin 150081, China

Received date: 2018-09-23

  Online published: 2020-12-08

Supported by

Chinese Medical Association Medical Education Branch and China Association of Higher Education Medical Education Specialized Committee 2016 Medical Education Research Key Project (2016A-JX001)

摘要

通过对金砖国家继续医学教育制度进行比较研究,将经济学领域的制度变迁理论引入继续医学教育领域。利用诺斯制度变迁理论对现阶段继续医学教育制度改革和完善,从国家理论的视角明确了国家要作为制度供给者,应该新增国家法定专门管理机构、推动实施医师注册制度与继续医学教育挂钩、建设全国继续医学教育大数据管理体系。从产权理论的视角梳理行业、单位、个人在继续医学教育工作中的权利义务,应该实行继续教育学分个人管理、明确个人付费制度。

本文引用格式

马真 , 佟赤 , 朱滨海 , 张彦文 , 王雄国 , 毕晓明 . 金砖国家继续医学教育制度比较研究[J]. 中华医学教育杂志, 2019 , 39(2) : 140 -146 . DOI: 10.3760/cma.j.issn.1673-677X.2019.02.010

Abstract

Through the comparative study of continuing medical education systems in BRICS countries, the theory of institutional change in economics was introduced into the field of continuing medical education. Using North's theory of institutional change to reform and improve the current continuing medical education system, it is clear from the perspective of national theory that the state should act as a supplier of the system, add new state statutory specialized management institutions, promote the implementation of the registration system of doctors and continuing medical education, and build a large data tube for continuing medical education in China. Based on the perspective of property rights theory, the rights and obligations of professions, units and individuals in the work of continuing medical education should be sorted out, and the credit system of continuing education should be implemented.

参考文献

[1] 刘秉勋.继续医学教育的概念与模式[J].继续医学教育,1995,9(1):1-4.
[2] 胡一帆.中国经济新格局 战略转型及全球重组[M].北京:机械工业出版社,2014:354.
[3] 李慧光,陈晓霞,主编.国际贸易地理[M].2版.北京:对外经济贸易大学出版社, 2011:45.
[4] Ministério da Saúde. Legislação[EB/OL].[2018-07-10].http://portalms.saude.gov.br/trabalho-educacao-e-qualificacao/gestao-da-educacao/legislacao.
[5] Republic of South Africa. Health Professions act [DB/OL].[2018-03-10]. https://www.hpcsa.co.za/uploads/editor/UserFiles/Health%20Professions%20ACT.pdf.
[6] Ministério da Saúde. Universidade Aberta do SUS(UNA-SUS)[EB/OL].[2017-12-10].http://portalms.saude.gov.br/trabalho-educacao-e-qualificacao/gestao-da-educacao/qualificacao-profissional/universidade-aberta-do-sus-mod ulos-educacionais-una-sus.
[7] 孟群.新中国继续医学教育[M].北京:人民卫生出版社,2010:50.
[8] Medical Council of India. Guidelines for continuing medical education scheme[EB/OL].[2017-10-26].https://www.mciindia.org/CMS/about-mci/cme- programmes/guidelines-for-cme-scheme.
[9] Medical Council of India Annual Report 2015-2016[EB/OL].[2018-01-14] https://www.mciindia.org/documents/annualReports/AnnualReport.pdf.
[10] Указ Президента РФ от 7 мая 2012 г. N 598 “О соверш енствовании государственной политики в сферездравоохранения”[EB/OL]. [2016-08-08].http://base.garant.ru/70170948/.
[11] Ministério da Saúde. Departamentos[EB/OL].[2017-12-10].http://portalms. saude.gov.br/sgtes/departamentos.
[12] Ministério da Saúde. PORTARIA No 204, DE 29 DE JANEIRO DE 2007[EB/OL].[2017-12-10].http://bvsms.saude.gov.br/bvs/saudelegis/gm/2007/prt0204_29_01_2007.html.
[13] Department of Health in Republic of South Africa. National Department of Health Annual Report 2014/2015[DB/OL].[2018-08-04].http://www.health.gov.za/index.php/2014-03-17-09-09-38/2014-03-17-09-24-31/category/239-ar2015.
[14] Health Professions Council of South Africa. Continuing Professional Development Guidelines for the Health Prectitioners [DB/OL]. [2018-06-03].https://www.hpcsa.co.za/Uploads/editor/UserFiles/downloads/cpd/CPD_Guidelines_Sept_2017.pdf.
[15] Проект концепции развития непрерывного медицинского образования с участием профессиональных медицинских организаций РФ[J/OL]. Мед.образование и проф.Развитие,2012,3(9):72-79.[2018-09-08].https://cyberleninka.ru/article/v/proekt-kontseptsii-razvitiya-nepreryvnogo-
meditsinsko go-obrazovaniya-s-uchastiem-professionalnyh-meditsinskih-organizatsiy-rf.
[16] Tiemi Murofuse N, Frizon Rizzotto ML, Fernandes Muzzolon AB, et al. Diag nóstico da situação dos trabalhadores em saúde e o processo de formação no polo regional de educação permanente em saúde[J].Revista Latino-Americana de Enfermagem,2009,17(3):314-320.
[17] Ezequiel MCDG, Sanzovo PS, Ferreira GM, et al. Estudantes e usuários avaliam ferramenta de educação permanente em saúde-Sieps[J].Rev Bras Educ Méd,2012, 36(1 Supl.2):112-130.
[18] 佟赤,施海龙, Anthwal Sumeet.印度继续医学教育制度的特点及其启示[J].中华医学教育杂志,2018,38(2):316-320.DOI:10.3760/cma.j.issn.1673-677X.2018.02.034.
文章导航

/