中华医学教育杂志
中華醫學教育雜誌
중화의학교육잡지
CHINESE JOURNAL OF MEDICAL EDUCATION
2013年
5期
683-686
,共4页
唐红梅%胡燕琪%杜望春%巫向前
唐紅梅%鬍燕琪%杜望春%巫嚮前
당홍매%호연기%두망춘%무향전
学校卫生保健%培养目标%知识%技能
學校衛生保健%培養目標%知識%技能
학교위생보건%배양목표%지식%기능
School-based health care%Training objective%Knowledge%Skill
目的 通过调研和分析学校卫生保健教师(校医)的岗位技能需求,初步明确上海地区学校卫生保健专业人才知识和技能的培养目标.方法 以问卷调查的形式,采用分层随机抽样,了解校医岗位迫切需要的专业知识技能.结果 共发放问卷330份,回收有效问卷316份,有效问卷回收率95.8％.其中,兼职校医组152人,占比48.1％；专职校医75人,占比23.7％；非校医组89人,占比28.2％.“意外伤害预防及现场处理”、“传染病应急处理与传报”和“卫生保健资料登记与统计”3项知识技能依次获得最高的认可度(＞90.0％),在专职校医、兼职校医、非校医3组中差异无统计学意义(P＞0.05).其余8项均得到认可,但在3组中认可程度不同,其差异具有统计学意义(P＜0.05).结论 满足校医“医师”和“教师”的有机结合的职业特征,初步形成“3个核心、6大模块、突破瓶颈”的校医专业技能培养模式,以提高培养的针对性和人才质量.
目的 通過調研和分析學校衛生保健教師(校醫)的崗位技能需求,初步明確上海地區學校衛生保健專業人纔知識和技能的培養目標.方法 以問捲調查的形式,採用分層隨機抽樣,瞭解校醫崗位迫切需要的專業知識技能.結果 共髮放問捲330份,迴收有效問捲316份,有效問捲迴收率95.8％.其中,兼職校醫組152人,佔比48.1％；專職校醫75人,佔比23.7％；非校醫組89人,佔比28.2％.“意外傷害預防及現場處理”、“傳染病應急處理與傳報”和“衛生保健資料登記與統計”3項知識技能依次穫得最高的認可度(＞90.0％),在專職校醫、兼職校醫、非校醫3組中差異無統計學意義(P＞0.05).其餘8項均得到認可,但在3組中認可程度不同,其差異具有統計學意義(P＜0.05).結論 滿足校醫“醫師”和“教師”的有機結閤的職業特徵,初步形成“3箇覈心、6大模塊、突破瓶頸”的校醫專業技能培養模式,以提高培養的針對性和人纔質量.
목적 통과조연화분석학교위생보건교사(교의)적강위기능수구,초보명학상해지구학교위생보건전업인재지식화기능적배양목표.방법 이문권조사적형식,채용분층수궤추양,료해교의강위박절수요적전업지식기능.결과 공발방문권330빈,회수유효문권316빈,유효문권회수솔95.8％.기중,겸직교의조152인,점비48.1％；전직교의75인,점비23.7％；비교의조89인,점비28.2％.“의외상해예방급현장처리”、“전염병응급처리여전보”화“위생보건자료등기여통계”3항지식기능의차획득최고적인가도(＞90.0％),재전직교의、겸직교의、비교의3조중차이무통계학의의(P＞0.05).기여8항균득도인가,단재3조중인가정도불동,기차이구유통계학의의(P＜0.05).결론 만족교의“의사”화“교사”적유궤결합적직업특정,초보형성“3개핵심、6대모괴、돌파병경”적교의전업기능배양모식,이제고배양적침대성화인재질량.
Objective Have a general definition over knowledge and skill for health care expertise training through investigation and analysis on requirement of the school doctor.Methods We adopted stratified random sampling and distributed in the form of questionnaire survey to understand the urgently required professional knowledge and skill for the school doctor.Results Up till now,330 questionnaires have been distributed,with 316 (95.8％) valid ones received.152 (48.1％) questionnaires were from part-time school doctors,75 (23.7％) were from full-time and 89 (28.2％) were from non-school doctors."The on-site aid and prevention of accident injury"," The handling and reporting of infectious disease" and "The registration and statistics of health care data" ranked top three (＞ 90％) highest acceptability,and there was no significant difference of statistics in 3 groups (P ＞ 0.05).The other 8 items were accepted,but there was significant difference of statistics in 3 groups.Conclusions The professional knowledge and skill training mode of ‘three core,six big module,and breaking the bottleneck' has been preliminarily formed to match the dual professional feature of both teacher and doctor,as well as improve the training effect and quality.
