预防医学专业本科教育中临床医学课程改革构想

为了顺应预防医学及临床医学教育的整体趋势和社会发展对预防医学人才培养的要求,本文调研了预防医学专业本科学生用人机构的需求,分析了目前预防医学专业临床医学教学中存在的问题,对北京大学预防医学系本科教育中临床医学教学课程体系与教学模式提出了改革思路并在第九临床医学院实施,这次教学改革重点是调整课程结构、优化教学内容,突出预防医学专业特点和需求,促进“以能力为导向”的医学教育模式转变.     

基于胜任力培育视角的中美预防医学专业本科教育模式及其内涵比较分析

基于胜任力培育视角,比较分析中美预防医学专业本科教育模式,指出我国预防医学教育存在的不足,并提出改革建议。研究表明,我国预防医学教育需面临的问题包括总体数量不足,教育培养体系不完善,重理论轻实践等,这些问题在新兴传染性疾病疫情中更为突出。本研究分析了中美两国预防医学专业本科课程体系,深入探讨了公共卫生教育与人才培养方向,并提出了针对我国公共卫生人才培养体系建设的建议。     

预防医学专业毕业生就业现况及用人单位需求情况调查

[目的]通过对新疆医科大学预防医学专业毕业生工作岗位胜任能力和用人单位需求调查,了解预防医学毕业生就业情况及用人单位对该专业人才的需求情况,进一步分析影响用人单位对人才需求的主要因素,对预防医学本科教育教学发展提供借鉴与参考。[方法]采用自行设计的问卷,随机抽取历届预防医学专业本科毕业生96人、用人单位74家进行调查,运用构成比、χ2检验、logistic回归对数据进行统计分析。[结果]在对用人单位调查中,大多数单位对预防医学专业毕业生有需求;影响用人单位对预防医学专业毕业生评价最主要的因素是团队合作精神、分析解决问题能力、人际沟通能力等三个因素。[结论]加强学校教育,建立全程就业教育的指导体系,适时调整专业设置和各专业课程,以适应不断变化的人才市场需求。     

高校预防医学类本科毕业生就业状况调查

目的:提出预防医学专业人才培养模式改革的合理建议,解决2019年暴发的新型冠状病毒肺炎重大公共卫生事件所暴露出来的公共卫生防控防疫体系的现存问题。方法:采用网络问卷调查形式,分析某高校公共卫生学院预防医学专业近4年的就业状况数据,包括本科毕业生就业结构特点、就业去向及就业形势等方面。结果:预防医学本科毕业生在国内就业方向主要包括事业单位、机关和企业几个方面,就业去向与就业结构相对稳定。结论:本研究近4年预防医学专业本科毕业生就业特点及规律表明预防医学本科毕业生就业形势依然严峻,需要学生、高校、社会三方面共同努力。     

首都医科大学、北京大学与四川大学本科生预防医学专业实习大纲比较

目的分析比较首都医科大学、北京大学医学部、四川大学华西医学中心的公共卫生学院本科学生预防医学专业实习大纲内容,为完善预防医学专业实习教学提供参考依据。方法收集3所大学公共卫生学院现行的预防医学专业本科学生实习大纲进行系统比较。结果经比较发现,3所学校在实习时间分配、实习内容、实习科室、实习形式与考核评价方式,以及带教教师资格等方面均存在差异。结论建议规范各校预防医学专业实习大纲与考核评价标准,采取轮转科室和固定科室相结合的实习方式,实现预防医学专业实习教学的规范化。     

医学院校双学位本科教育的可行性分析——基于专业设置的角度

从20世纪80年代开始,双学位教育由综合院校向单科院校延伸,一些医学院校开展了双学位本科教育的实践.文章以专业设置的角度,理论联系实践,从非医学专业双学位和医学专业双学位两方面对医学院校开展双学位本科教育进行可行性分析.     

培养面向21世纪的高层次预防医学人才

本文从我国社会经济发展和医学模式转变的角度．指出了目前预防医学专业研究生教育模式存在的问题及面临的挑战;从学位类别、课程设置、科研选题、现场实践及培养方式等方面,探讨了预防医学专业研究生教育模式改革的途径,提出应培养面向二十一世纪的高层次预防医学专门人才。     

医学教育为顺应现代医学发展而努力(代前言)

我校在1999年中需要载入年鉴的重大事情之一,是迎接了教育部作为试点进行的“本科教育优秀评价”工作,此项评价能否获优的最重要内容是看教学有无特色以及特色是否优秀。在近一年的自评整改阶段中,通过征集和分析校内各种层次方面人士的意见,我们在自评报告中提出的数条本科教育“特色”最后被评价专家组一一否定。专家组根据他们自己的体验得到结论,我校本科教育的特色是非预防医学专业的预防医     

面向二十一世纪挑战的中国预防医学专业教育

面向二十一世纪挑战的中国预防医学专业教育李立明预防医学专业原称公共卫生专业。随着社会和时代的进步，预防医学在现代医学的科学体系中占有越来越重要的地位，并将成为未来医学的主导部分。本文试图从预防医学专业教育的历史、现状及其展望的论述中，提出预防医学专业...     

某高校预防医学本科学生专业知信行调查

目的调查某高校预防医学本科学生对专业的认知现状,为进一步完善预防医学专业人才培养方案提供科学参考。方法采用整群抽样的方法,应用自填问卷的方式,对1～4年级205名预防医学专业在校本科生进行现场问卷调查。结果上大学之前16%的被调查者知道有预防医学专业,不同年级学生对预防医学专业课程设置了解差异无统计学意义(χ2=8.14,P>0.05);在学期初有学习目标的学生占54.1%;不同年级学生对预防医学专业课程学习态度差异有统计学意义(χ2=25.14,P<0.01);对毕业后去向有计划的学生占42.0%。结论该校预防医学本科生应加强对预防医学专业的全面认识,合理调整课程设置和教学方法,提高学生综合素质和竞争优势。     

基于TBL教学的《健康教育学》课程教学效果初探

目的为了提高学生的健康教育实践能力,评价TBL教学方式在健康教育学课程中的作用及教学效果,以期改进教学方法、完善教学内容,为课程教学质量的评估提供可依数据。方法选择2014级(五年级)与2016级(三年级)预防医学专业本科生共57名进行问卷调查。结果学生对《健康教育学》课程教学效果总体满意,其中很满意和比较满意合计占73.7%。超过70%的学生认为课程中的“实践能力培养”对本科学习有作用,超过60%的学生认为该课程能提升自我全面发展能力,且两个年级的学生评价结果差异无统计学意义(P>0.05)。结论本研究采用TBL教学法对预防医学本科生的课程教学评估效果和方式均优良,且课程前置(高年授课提前至低年级授课)达到了课程计划的要求和预期的教学效果。     

预防医学本科专业课程设置和学时数缩减的调查研究

目的：探讨预防医学专业课程设置存在的问题和改革的可能性。方法：对近10年预防医学专业毕业的酶生进行问卷调查。结果：应较大幅度地削减和预防医学与公共卫生实际关系不很密切的课程，适当增加关系密切的课程。结论：改革预防医学专业课程设置势在必行。     

新医科背景下的高等学校预防医学专业教学改革探讨——以福建医科大学为例

随着人工智能、大数据等产业变革以及公众对健康需求的提高,医学教育如何服务国家重大战略需求,培养多学科背景的医学拔尖创新人才,对以“群体疾病与健康”为研究对象的公共卫生与预防医学人才提出了新的挑战。本研究发现了福建医科大学预防医学专业在人才培养上存在的一些问题,探索了适应社会需求的预防医学教学改革,以实现人才培养质量的整体提升。     

公共卫生教育工作是值得一辈子追求的伟大事业

当前我国公共卫生教育面临着诸多的机遇与挑战。徐州医科大学在公共卫生人才培养中始终围绕“立德树人,德育为先”的办学宗旨与教学理念,不断优化实践教学方案,持续推进独具预防医学专业特色的社会实践活动探索,稳步增强大学生科研能力提升,培养了一批批综合素质高、实践能力强和科研意识新的公共卫生人才,为满足我国卫生事业的发展、实现和促进人民的健康做出应有贡献。     

Concept of evidence-based medicine: a new challenge to epidemiology and preventive medicine

In the last decade evidence-based medicine (EBM) has become popular between clinicians and epidemiologists as a tool to facilitate the translation of scientific research into clinical practice. The concept applicable to public health follows the same principles, but some additional aspects have to be considered. For example, in preventive medicine, there is the strong need to compare the relative effectiveness of various interventions in prolonging survival or preventing the occurrence or complications of a disease both at the population and at the individual level, since it is crucial for setting preventive priorities and health policy making. Traditionally, systematic reviews and meta-analyses quantify the effects of treatments on selected endpoints (health outcomes). However, in setting preventive priorities the reverse perspective is important. Moreover, the judgement about preventive action cannot be done without an adequate consideration of ethical and social context. In view of emerging evidence-based approach in preventive medicine the teaching of evidence-based medicine to health professionals became a new challenge.     

Presidential address: Preventive medical practice

Review of national programs in the past decade suggests that there is a developing consensus regarding the need for preventive services, but the proportion of them that physicians provide is decreasing. As teachers of preventive medicine, we should have a particular concern with the physician's performance in providing preventive services. Specialization, practice organizations, and comprehensiveness of payment for medical care appear to be related to the volume of preventive services provided. Organized primary care practice sites, where other health professionals are available, seem especially well-suited to providing preventive services. A review of several effective preventive activities involving physicians (child and adult immunizations, early detection and treatment of PKU infants, and stroke prevention) indicates that current prevention practice is less than desirable. Better performance can be attained through successful national and community programs of consumer and physician education. Implications of these observations for medical undergraduate and graduate education in prevention are discussed.     

高校老年健康教育相关课程设置的探讨

随着人口的老龄化,老年人健康问题的危害不断增大,关注特殊人群健康是公共卫生专业人才的责任;"公共卫生教育基本要求"要求公共卫生教育应关注老年人群的卫生问题及卫生保健需求,对公共卫生专业人才的培养提出了更高的要求。我国预防医学专业的公共卫生教学中关于老年人健康与疾病问题的教学相对薄弱,需要加强。     

强化预防战略意识 深化医学教育改革

在临床医学专业的学生中进行预防医学实践,是医学教育史上的一项改革.我们打破了传统的医学教育模式,建立了以服务为前提的服务教学科研相结合的农村教学基地,改变了过去那种“只治不防”的被动局面.这种改革符合我国“预防为主”的战略思想,是实现世界卫生组织提出的“2000年人人享有卫生保健”这一目标的有力措施.     

Current perspectives on medical education in China

CONTEXT: China has a long tradition of education and medicine. However, limited economic conditions and a huge population mean that further development of medical education in China must be tailored to meet the country's needs. OBJECTIVES: The aim of this paper is to describe current medical education practice in China with reference to the general and historical purposes of education in China and how they have affected and continue to affect student learning. Reference is also made to both Western medicine and traditional Chinese medicine. METHODS: It is argued that traditional educational practices in China have encouraged rote learning and that creativity is not cultivated. This affects the way many Chinese students learn medicine. Since 1949, the Chinese medical education system has developed according to its own needs. The current system for training medical students is complex, with medical school curricula lasting 3-8 years. However, medical education reform is taking place and new teaching methods are being introduced in some schools. DISCUSSION: Medical education is important to China's large population. The undergraduate medical education system is being streamlined and national standards are being established. Innovations in medical education have recently been encouraged and supported, including the adoption of problem-based learning. It is important that the momentum is kept up so that the health care of a fifth of the world's population is assured.     

Interactive health communication in preventive medicine: internet-based strategies in teaching and research

Interactive health communication using Internet technologies is expanding the range and flexibility of intervention and teaching options available in preventive medicine and the health sciences. Advantages of interactive health communication include the enhanced convenience, novelty, and appeal of computer-mediated communication; its flexibility and interactivity; and automated processing. We outline some of these fundamental aspects of computer-mediated communication as it applies to preventive medicine. Further, a number of key pathways of information technology evolution are creating new opportunities for the delivery of professional education in preventive medicine and other health domains, as well as for delivering automated, self-instructional health behavior-change programs through the Internet. We briefly describe several of these key evolutionary pathways. We describe some examples from work we have done in Australia. These demonstrate how we have creatively responded to the challenges of these new "information environments," and how they may be pursued in the education of preventive medicine and other health care practitioners and in the development and delivery of health behavior-change programs through the Internet. Innovative and thoughtful applications of this new technology can increase the consistency, reliability, and quality of information delivered.