目的 通过对比医学院校和非医学院校健康服务与管理专业本科人才的培养过程,为进一步提高该专业人才培养质量提供建议。方法 本研究采用文本分析方法对15份健康服务与管理专业人才培养方案进行分析,同时,采用问卷调查方法对223名首届毕业生进行调查并分析。结果 在课程学时设置方面,非医学院校的专业基础课程学时占比21.8％(528/2 420)少于医学院校的32.7％(689/2 104),而其公共基础课程学时占比26.1％(631/2 420)和专业课程学时占比38.1％(923/2 421)多于医学院校的23.6％(497/2 104)和26.9％(567/2 104),两类院校课程学时设置差异具有统计学意义(P<0.01);在学生满意度评分方面,非医学院校学生评分分别为课程设置(2.61±0.88)分、学前感知(2.80±0.99)分、专业感知(2.82±0.90)分和就业预期(2.90±0.83)分,医学院校学生的评分分别为课程设置(2.61±0.75)分、学前感知(2.68±0.75)分、专业感知(2.90±0.75)分和就业预期(2.95±0.72)分,两类院校这4个方面满意度评分均小于3分,而非医学院校学生的专业软硬件评分(3.01±0.90)分和医学院校学生的专业软硬件评分(3.08±0.81)分均大于3分,两类院校学生5个方面满意度评分的差异均无统计学意义(均P>0.05)。 两类院校专业培养目标相同,培养要求、就业方向和课程设置各有侧重。建议进一步完善学科建设、加强招生宣传和增加就业渠道。

Objective To provide a basis and reference for further clarifying the development pathway and improving the quality of talent education by comparing the strengthens and weakness of training strategy for healthcare providers and management professionals in the medical and non-medical school.Methods In this study, the text analysis method was used to analyze 15 health service and management professional training programs, and the questionnaire survey method was used to investigate and analyze 223 first graduates.Results In terms of course hours setting, the professional basic course hours of non-medical colleges accounted for 21.8%(528/2 420) less than 32.7%(689/2 104) of medical colleges, while the public basic course hours accounted for 26.1%(631/2 420) and the professional course hours accounted for 38.1%(923/2 420)more than 23.6%(497/2 104) and 26. 9%(567/2 104) in medical colleges and universities. There was a significant difference between the two types of colleges and universities (P<0. 01); In terms of student satisfaction score, the scores of non-medical students were curriculum (2.61±0.88), pre-school perception (2.80±0.99), professional perception (2.82±0.90) and employment expectation (2.90±0.83), while the scores of medical students were curriculum (2.61±0.75) and pre-school perception (2.68±0.75) and employment expectation (2. 95±0.72),However, the scores of professional software and hardware of non-medical college students (3.01±0.90) and medical college students (3.08±0.81) were greater than 3, and there was no significant difference in the satisfaction scores of five aspects between the two kinds of college students (all P>0.05).Conclusions The two types of colleges have the same professional training objectives, with different emphasis on training requirements, employment direction and curriculum. According to the survey results, this study proposes to further improve the discipline construction system, strengthen enrollment publicity and increase employment channels.