目的 了解北京地区卫生技术人员继续医学教育现状,为完善继续医学教育政策和管理机制提供依据。方法 采用资料分析方法。以2015年度北京地区194 033名卫生技术人员的学分数据为研究资料,对比不同职称、不同专业卫生技术人员的学分达标率情况,了解卫生技术人员学分获得的时间分布及来源分布,并且进一步分析不同职称卫生技术人员未达标的原因。结果 北京地区不同职称[初级97.67%(119 022/121 860),中级97.43%(50 890/52 234),副高级96.49%(13 624/14 119),正高级97.35%(5 666/5 820),χ²=75.12,P<0.01]、不同专业[医生96.33%(73 753/76 562),药师97.92%(9 640/9 845),护士98.34%(89 887/91 407),技师98.76%(7 554/7 649),检验师97.97%(4 055/4 139),其他97.34%(4 313/4 431),χ²=755.84,P<0.01]的卫生技术人员的学分达标率差异具有统计学意义,且学分达标率随职称的上升呈下降趋势。学分获取时间集中在每年学分统计截止日期前。未达标原因主要是总学分和全员必修课学分达不到要求。结论 北京地区卫生技术人员学分达标情况总体较好,但学分获取仍存在突击学习行为,建议对各级管理者进行继续教育相关文件和学分达标政策的培训,加强对卫生技术人员特别是高级职称人员学分达标的提醒与督促,鼓励自主学习和主动学习,同时保持和发展继续医学教育学分构成比例。

Objective To analyze the status quo of continuing medical education for health professionals in area of Beijing, and provide evidence for improving the policy and management mechanism of continuing medical education. Methods Data analysis method was used. the credit data of 194 033 health technicians in area of Beijing in 2015 was used as the research data, the scores of the credits of different professional titles and different professional health professionals were compared, the time distribution of the credits of health professional technicians and source distribution were acquired, and the reasons of different professional titles failed to meet the standard were further analyzed. Results Different titles in the region [primary 97.67% (119 022/121 860), intermediate 97.43% (50 890/52 234), deputy senior 96.49% (13 624/14 119), positive advanced 97.35% (5 666/5 820), χ²=75.12, P<0.01 ], different professions [Doctor 96.33% (73 753/76 562), pharmacist 97.92% (9 640/9 845), nurse 98.34% (89 887/91 407), technician 98.76% (7 554/7 649), inspector 97.97% (4 055/4 139), the other 97.34% (4 313/4 431), χ²=755.84, P<0.01] health technicians had statistically significant differences in the compliance rate, and the credit compliance rate showed a downward trend with the increase of the professional title series. The credit acquisition time is concentrated before the annual credit count deadline. The reason for the failure to meet the standards is that the total credits and the compulsory credits for all the staff are not up to the requirements. Conclusions The scores of health technicians in the region are generally good, but there are still absurd learning behaviors in the acquisition of credits. It is recommended to train managers at all levels in continuing education related documents and credits compliance policies, and strengthen the credits for health technicians, especially senior titles. Remind and supervise the standard, encourage independent learning and active learning, while maintaining and developing the proportion of continuing medical education credits.