上海市闵行区乡镇卫生院卫生人员在职培训现况分析

在职培训是提高技术人员水平的一条重要途径。这次调查结果表明:在66名调查对象中自1992年以来参加在职培训的占三分之一;平均每人次培训4.5天;培训内容主要是临床医学与预防医学。调查结果还表明,卫技人员对培训的要求是很高的,84.8％的人希望能有机会在今后参加有关培训,并希望适当增加护理、管理、药剂等方面的内容。鉴于乡级卫生人员的特点,以期限短、针对性强的培训最合适。     

全国卫生行政管理和卫技人员在职培训统计分析

根据我国医疗卫生机构在职人员培训１９８１～１９９６年统计年报表，对医疗卫生机构行政管理人员和卫生技术人员在职培训发展状况作了统计分析。统计结果表明，行政管理人员培训比例平均为６２２％，卫生技术人员培训比例平均为９３７７％；其中行政管理人员级别高低与培训比例高低成反比；卫生技术人员在１９８４年前，级别高低与培训比例高低成反比，１９８４年以后，级别高低与培训比例成正比。结合医疗卫生机构人员编制的有关原则、我国卫生事业发展状况以及人才成长的特点，提出要重视管理，加大卫生行政管理人员的培训力度；要调整卫生技术人员培训的内部比例，给予年轻人更多的学习机会，促进青年医疗卫生技术人才的成长     

卫生信息化人才在职培训思考与建议

随着卫生信息化建设的不断深入,卫生信息化人才短缺和结构不合理问题等日益凸显,人才在职培训成为推动当前信息化建设可持续发展的重要举措。本文阐述了我国现有的卫生信息化人才队伍培训的现状和国内外在职培训的方式,分析了我国卫生信息化人才在职培训机制,并针对国内卫生信息化人才在职培训现状提出了相应的措施。     

四川省乡镇卫生院卫生技术人员在职培训现状调查

近年来国家加大了对农村卫生基础建设的投入，通过国债建设等项目较大地改善了乡镇卫生院的办公用房条件，增加了医疗设备，使乡镇卫生院的硬件建设有了较大发展。但人才问题成为制约农村卫生事业发展的瓶颈，据不完全统计，2005年四川省乡镇卫生院卫生技术人员中，大学本科学历只占0．8％，大专学历占16．2％，中专学历占53．5％，高中及以下学历占27％；专业技术职务中，副高职称占0．19％，中级职称占11．5％，初级职称占76．1％，无专业职称的占12．1％。四川省农村卫生技术人员普遍存在着学历低，专业技术水平不高的现象。     

武进区建立乡镇(中心)卫生院卫技人员在职培训管理制度的做法与体会

根据卫生部〈乡镇卫生院卫生技术人员培训暂行规定〉,为加快农村卫生人才培养,提高乡镇卫生院卫生专业技术人员的整体素质,结合工作实际,我区决定从2004年7月份起首次在全区范围内实施武进区乡镇（中心）卫生院在职卫生技术人员培训管理制度,它将推动我区卫生事业再上新的台阶.     

建立乡镇卫生院卫生技术人员在职培训制度的思考

提出了建立健全乡镇卫生院卫生技术人员在职培训制度的基本框架，构建了贯彻执行在职培训制度的基本机制。对乡镇卫生技术人员在职培训制度的建立对乡镇卫生院工作可能产生的潜在作用和深层次影响进行了讨论。     

烟台县市区卫生监督人员基本情况

为加快卫生监督体系建设，进一步掌握烟台县市区卫生监督人员的数量、素质及分布状况，我们对各县市区2005年12月1日前从事卫生监督人员现状进行了初步调查，现将结果报告如下。     

336名卫生人员糖尿病患病情况调查

目的　了解卫生人员糖尿病患病情况。方法　对某卫生机构336人进行健康体检,采用己糖激酶法测定空腹血糖。结果　糖耐量低减者(IGT)达26.49%。按WHO糖尿病诊断标准,糖尿病患病率9.23%,其中Ⅱ型占96.77%,Ⅰ型占3.23%。61.23%(19/31)系糖尿病新发,均为Ⅱ型。糖尿病患病率随年龄的增长而增高。IGT发病率分别随年龄、体质指数(BMI)的增长而增高。有阳性家族史者糖尿病发病率是阴性史者的10倍,达46.67%。男女间发病差异无显著性。新发患者中,42.11%已出现并发症,甚至同一病人重叠数种疾病,较突出的是X综合征。结论　提示对卫生人员仍然存在加强糖尿病防治知识再教育,提高其认识的问题。     

全国卫生监督机构人员岗位分布情况

目的了解卫生监督人员岗位分布情况,为探索人岗匹配条件提供依据。材料与方法通过普查,获取全国卫生监督人员的基本资料,应用SPSS16.0软件对数据进行统计分析。结果 (1)分类别来看,卫生监督人员岗位分布主要集中于卫生执法类(69.34%),从具体岗位来看,综合监督的人员数最多(26.31%);(2)学历水平方面,从事综合业务类人员学历水平最高,大学以上学历比例为44.99%,具有学位人数的比例为44.82%;(3)4类岗位的人员所学专业分布上有所差异。结论 (1)岗位人员配置比例基本合理;(2)不同岗位人员学历水平、专业结构基本满足岗位要求。     

Development of a training programme for school teachers on school health service

A training programme was developed and implemented for 56 primary school teachers of Barasat II block in North 24 Parganas district as per their recommended roles and responsibilities in School health service. The methodology consisted of development of learning objectives, evaluation parameters (questionnaire and check list) and teaching-learning materials. This was followed by pre-training assessment, implementation of training and re-training and evaluation of the outcome 7 days and 3 months after initial training and re-training. One way analysis of variance revealed significant overall improvement of the cognitive, affective and psychomotor domain of learning of school teachers. The need of periodic re-inforcement training with adequate scope of practice under supervision were emphasized.     

An overview of multicentric training workshops for public health professionals on reproductive and child health programme in India

The major emphasis of Reproductive and Child Health (RCH) programme in India is delivery of client-oriented, demand driven and broader ranges of high quality, safe and effective services for children, adolescents, mothers and reproductive age group population at large. Increased client satisfaction is considered as main determinant for improved acceptance of the services. Thus, well trained and motivated health personnel are necessary to deal with highly sensitive, personal health issues of the clients, like contraception, abortion, infertility services etc. The Indian Public Health Association organized total 10 workshops in several places of India (A total 322 members, composed of Medical Administrators (54.7%), Faculty members of Medical Colleges (24.5%), Sociologist and Nutritionists (13.9%) and also public health personnel (6.9%) participated in the workshop). Learning objectives and lesson plans etc. were formulated. Accordingly the contents were incorporated in a module, validated and pretested. The training sessions were conducted by briefing, discussion, group exercise and VIPP method and were evaluated by semi structured. The pre/post assessment schedule and scored scale of feedback from participantsAE were used for evaluation. The pre-post assessment scores revealed wide variations of mean score among the participants of several places. Significant post workshop improvement of knowledge was quite evident, with few exceptions. The group variants of pre and post score of results was considered to be due to heterogeneous groups of participants. Review of objectivity and quality of the questionnaire were felt as necessary.     

Continuing education on teaching skills for health professionals. Evaluation of training the trainers

Effective Patient Teaching (EPT), a health professions continuing education course, improves educators' teaching skills when presented by its developers. This study aimed to determine whether others could teach EPT with similar effectiveness. Four nurse managers who provide staff training and supervision for multiple hospital diabetes care units presented EPT to health care professionals at seven such sites; another seven served as controls. The evaluation included observations of trainers conducting EPT programs in the field, teaching skills ratings of health professionals in both groups, and knowledge test administered to patients. Six months after training, teaching skills scores of health professional EPT participants were better (p < .05) than controls. The EPT program improves participants' teaching skills and maintains these effects in field settings, when presented by faculty not involved in its development.     

Terrorism preparedness training for occupational health professionals

OBJECTIVE: The objective of this study was to assess occupational health professionals' terrorism preparedness and perceptions of worksite readiness. METHODS: Questionnaire data were collected at the conclusion of an educational workshop on disaster response. RESULTS: Participants reported increased confidence in clinical skills and the ability to avoid exposure while providing care to victims of terrorist attacks as a result of the workshop. Fewer than one third (32%) of participants reported that their employer was prepared for a bioterrorism attack, and a large percentage (75%) reported feeling unprepared to provide mental health counseling after a terrorist attack. CONCLUSIONS: Relatively brief training in terrorism preparedness can increase the confidence of occupational health professionals in their ability to respond to terrorism. Adequate preparedness for the broad range of potential terrorist events may require much more intensive training than is currently being provided to occupational health professionals.     

Computerized evaluation of clinical experiences in the training of health professionals

The Physician Assistant Program at the University of Southern California School of Medicine in Los Angeles established a computerized data base in 1980 to evaluate the clinical experiences of its students. Data on patient encounters are collected by means of "patient contact cards." The data focus on three main areas: patient demographics, diagnoses/therapeutics, and student responsibility levels. A FORTRAN computer program was written to produce summary reports for individual students as well as for the entire class. The information generated can be used to ensure adequate experience in each clinical area, document the student's background for employers, serve as a basis for curriculum revision, and allow evaluation of the adequacy of clinical services in the community. The computer program is transferable to other institutional locations as well as to other types of health care provider training programs. The design of the patient data system, the computerization process, the implementation of the program, and its applications are discussed.