公共卫生及其教育若干问题的思考

随着我国经济社会发展和全球化进程,公共卫生面临新的挑战和机遇.目前,政府和社会高度重视和关注公共卫生事业,加大了疾病预防控制体系、卫生监督执法体系、社区卫生服务体系的改革和建设力度,并取得重要成效,具有中国特色的公共卫生体系基本形成.但与此同时,公共卫生专业队伍能力建设相对滞后,与公共卫生体系改革和硬件建设不相适应.本文提出应结合国际公共卫生教育发展动态和我国公共卫生体系的实际情况,加大我国公共卫生教育改革力度,创新人才培养模式,造就适应我国疾病预防控制、卫生监督执法和城乡社区卫生服务需求的高素质公共卫生专业人才是当前公共卫生教育面临的紧迫任务.     

学生对公共卫生核心能力及公共卫生教育的认识

[目的]了解某校公共卫生人才培养方式及学生公共卫生核心能力水平,评估公共卫生教育对公共卫生核心能力培养的贡献,为我国的公共卫生人才培养提供建议。[方法]对上海某高校医学院预防医学专业大三、大四、大五年级的学生进行问卷调查,调查内容包括基本信息、核心能力认知、对公共卫生教育的看法以及开放性试题。[结果]学生公共卫生核心能力的总体平均分为(3.11±0.582)分,各个条目得分相差不大,基本都在3分左右,学生公共卫生核心能力自评结果大致为一般;大学教育对学生公共卫生核心能力的贡献程度一般;应对公共卫生事务中临床医学问题的解决能力不足、开展和参与科学研究的能力不足在学生中赞同和非常赞同的比例较高,达到60%。在提升公共卫生核心能力方面,大多数的学生赞同有必要采用一定的方法提升公共卫生核心能力。[结论]公共卫生学院学生公共卫生核心能力水平一般,大学公共卫生教育对公共卫生核心能力培养欠缺、针对性差,尤其对实践能力的培养有待加强。     

公共卫生核心能力及公共卫生教育发展

文章结合我国及其他国家的公共卫生教育发展状况,提出了公共卫生核心能力的概念,通过德尔菲专家咨询法构建了公共卫生核心能力框架,并对我国公共卫生教育发展进行了展望。     

黄岛口岸公共卫生核心能力建设的成效及分析

目的 分析黄岛口岸公共卫生核心能力建设的内外因素,提出推动口岸公共卫生核心能力建设的对策.方法 对黄岛口岸公共卫生核心能力建设成效与难点进行对比分析.结果 黄岛口岸在个人防护、组织协调、联防联控、口岸服务、口岸营商环境方面取得成效,但专业人员不足、技术支持不力、监管对象不配合、业务系统和人员培训不足制约黄岛口岸公共卫生...     

关于我国公共卫生人才核心能力的思考

在我国各级公共卫生机构“硬件”建设得到明显改善情况下,作为“软件”之一的公共卫生人才队伍素质已经成为制约公共卫生事业发展的关键因素。本文从核心能力入手,介绍了国际上有关的理论和实践进展,分析了我国在专业技术资格(职称)、继续医学教育和岗位聘任各环节中对公共卫生人才能力标准的相关界定。最后,就提升我国公共卫生人才核心能力提出四点建议:一是从战略高度重视发展公共卫生核心能力,二是以现有管理系统为基础建立公共卫生核心能力传递链,三是根据公共卫生人才结构确定核心能力的适宜能级,四是以制度作保障持之以恒地提高公共卫生人才核心能力。     

实用型公共卫生人才培养模式及实践探索

公共卫生人才的实践能力和创新能力是适应21世纪经济社会发展的迫切需要,如何加强学生实践能力和创新能力的培养,提高其培养质量,是新世纪高等医学教育改革的重点。该文总结了贵阳医学院公共卫生学院实用型公共卫生人才培养模式及实践探索的经验、成效及存在问题。     

口岸突发公共卫生事件应急能力评估机制研究

突发公共卫生事件的发生严重影响了区域、国家甚至全球的社会稳定和经济发展,加强核心能力建设是提高应对突发公共卫生事件能力的重中之重.构建国境口岸突发公共卫生事件应急能力评估体系,建立定期评估机制,客观评估口岸突发公共卫生事件的应急能力,是科学指导国境卫生检疫工作的重要基础,对口岸应对突发公共卫生事件应急能力的持续提升与改进具有重要作用.本文通过对口岸突发公共卫生事件应急能力评估机制建设的现状分析,提出了应急能力评估机制建设构想,对评估口岸突发公共卫生事件应急管理能力具有指导意义.     

美国公共卫生教育委员会与公共卫生学位和研究生教育

通过对美国公共卫生教育委员会认证的介绍,分析美国公共卫生学位与研究生教育的质量保障措施,以期为推进我国公共卫生教育改革,培养有中国特色的公共卫生专业研究生提供可以学习和借鉴的有益经验。     

国境口岸应对突发公共卫生事件立法探析

〔目的〕探析完善我国国境口岸应对突发公共卫生事件立法体系,提供国境卫生检疫部门应对突发公共卫生事件处置的法律依据,提高口岸卫生核心能力。〔方法〕分析我国目前应对公共卫生突发事件体制的现状和《国际卫生条例(2005)》对口岸核心能力的要求,提出国境卫生检疫部门在应对口岸突发公共卫生事件方面的立法建议。〔结果〕有利于充分发挥卫生检疫部门的技术指导和快速应对的作用,提高口岸处置突发公共卫生事件的能力,更有效保障人民的生命和财产安全。〔结论〕通过立法赋予国境卫生检疫部门参与甚至主导国境口岸突发公共卫生事件的足够权责,更有利于发挥国境卫生检疫部门在处置口岸突发公共卫生事件的作用,提高口岸卫生检疫核心能力。     

全科医生公共卫生核心能力体系构建

[目的]构建基层全科医生公共卫生核心能力的指标体系，为基层全科医学人才队伍培养评价标准提供参考依据。[方法]对相关文献进行分析总结，形成全科医生公共卫生核心能力体系的初始条目，采用Delphi法选取25名专家进行2轮咨询，应用熵值法确立指标权重。[结果]2轮专家咨询的问卷回收率分别为83.33%和100%;2轮专家咨询的权威系数均大于0.8,分别为0.870和0.894;2轮专家咨询的肯德尔和谐系数为0.252～0.498,且第2轮大于第1轮(P<0.05),1～3级条目的变异系数均小于25%,为14.6%～24.2%;各级指标权重在1.476%～27.522%。构建的全科医生公共卫生核心能力体系包括一级指标5个、二级指标12个、三级指标25个。[结论]本研究所构建的全科医生公共卫生核心能力体系突出全科与公共卫生2大专业特点，可用于全科医生公共卫生核心能力质量评价，使基层复合型人才培养的质量评价标准变得客观、具体、可量化。     

Teaching the public health core competency of policy development to baccalaureate student nurses

Teaching the public health core competency of policy development to baccalaureate student nurses was the purpose of this project. This project was implemented through interdisciplinary collaboration of one innovative state health district and the faculty of a large, urban university. Through education in the core competency of policy development, attention to one county's assessed health needs was introduced to its county board of health with the goal of influencing health policy regarding those needs. Data obtained have continued to be used by this county in health planning and grant writing activities and have been built upon by other student groups.     

Identifying core competencies for public health epidemiologists

BACKGROUND: Public health authorities have prioritized the identification of competencies, yet little empirical data exist to support decisions on competency selection among particular disciplines. We sought perspectives on important competencies among epidemiologists familiar with or practicing in public health settings (local to national). METHODS: Using a sequential, qualitative-quantitative mixed method design, we conducted key informant interviews with 12 public health practitioners familiar with front-line epidemiologists' practice, followed by a web-based survey of members of a provincial association of public health epidemiologists (90 respondents of 155 eligible) and a consensus workshop. Competency statements were drawn from existing core competency lists and those identified by key informants, and ranked by extent of agreement in importance for entry-level practitioners. RESULTS: Competencies in quantitative methods and analysis, critical appraisal of scientific evidence and knowledge transfer of scientific data to other members of the public health team were all regarded as very important for public health epidemiologists. Epidemiologist competencies focused on the provision, interpretation and 'translation' of evidence to inform decision-making by other public health professionals. Considerable tension existed around some potential competency items, particularly in the areas of more advanced database and data-analytic skills. INTERPRETATION: Empirical data can inform discussions of discipline-specific competencies as one input to decisions about competencies appropriate for epidemiologists in the public health workforce.     

Are the public health workforce competencies predictive of essential service performance? A test at a large metropolitan local health department.

Since many training initiatives employ the core public health workforce competencies as objectives, it is important to demonstrate an association between competency and essential service job performance. A cross-sectional survey of 420 employees of a local health department was conducted in 1999, with a response rate of 76 percent. Each of ten essential service performance measures was regressed on four core competency measures, controlling for employee experience and education. The competencies explained 2 percent to 20 percent of the variance in essential service performance. While offering support for the core competencies as a foundation for training program content, the results also make clear the large role that other individual, organizational, and community influences may have. Explaining additional variance in performance will require incorporating these variables into future studies.     

Self-perceived competence of Canadian public health nutritionists

This study investigated the self-perceived competence of public health nutritionists employed in provincial and municipal/regional departments of health in Canada. One hundred and fifty-three (78%) of all eligible Canadian public health nutritionists responded to a mailed questionnaire. Nutritionists were asked to rate their level of competence on 10 competency scales and to indicate sources of their knowledge and skill development. Respondents gave the highest ratings to their interpersonal and communication skills and the lowest ratings to their research and information management abilities. T-tests showed that nutritionists who had completed a postgraduate degree felt significantly more competent in their managerial and administrative (p less than .05), organizational (p less than .01), program planning/evaluation (p less than .001), research (p less than .001), and supervisory/leadership/facilitating skills (p less than .05) than those with only a bachelor's degree. One-way ANOVA revealed significant effects of geographical location for eight competency scales. The results of this study identify continuing education needs and have implications for the graduate education of public health nutritionists.     

我国公共卫生教育教学方法改革浅析

[目的]探讨目前我国公共卫生教育中教学方法的现状及弊端，归纳和分析我国公共卫生教学方法改革的趋势，为提出我国公共卫生教学方法改革基本思路奠定基础。[方法]采用查阅文献和资料、网上查询等方式对目前我公共卫生教育所采用的教学方式及改革趋势进行调查、整理与归纳。[结果]我国目前公共卫生教育大多采用传统教学方式，改革面临困境和问题，部分院校进行了初步的改革尝试。[结论]我国公共卫生教育的教学方法落后于现代公共卫生教育的需要，成为阻碍制约教学改革的瓶颈，部分院校所引进的国外公共卫生教育的教学方法与改革值得学习与借鉴。     

Mastering the new public health

The dramatic changes in the field of public health are reverberating in schools of public health in a number of ways, not the least of which is action by the deans of the Association of Schools of Public Health (ASPH) to ensure that graduates with master's of public health degrees are competent to meet the current challenges of practice. The conceptual framework at the center of this activity describes 3 domains--skills, perspectives, and applications--in which alumni of schools of public health may be required to demonstrate competency. ASPH work in this area is grounded in previous national and professional competency definitions and school- and department-specific competency development; it is distinct from earlier work, however, because its focus is on competency at the master's level across the graduate schools of public health.     

Survey of accredited master of public health (MPH) programs with health education concentrations: a resource for strengthening the public health workforce

The authors designed survey research to assess accredited master of public health (MPH) programs with health education concentrations. A Web-based survey was distributed to program directors and was used to collect characteristics of program faculty, students, graduates, internships, employment, and competency development. Results indicate that students and graduates are diverse; 72% of students complete internships and 61% of graduates work in government or community public health-related agencies; 98% of faculty hold a doctoral degree and 67% have at least one degree from an accredited public health school or program; and 85% of programs build competencies in most of the Institute of Medicine-suggested areas. The authors conclude that accredited MPH programs with a concentration in health education train diverse public health practitioners highly likely to work in a government or community public health agency with competencies to enhance public health.