云南省怒江州妇幼卫生人员培训实践与效果*

目的对云南省怒江州妇幼卫生人员培训实施情况及培训效果进行分析,为进一步提升妇幼卫生人员能力提供科学依据。方法通过问卷调查、访谈和实地考察等多途径收集相关资料,对怒江州妇幼卫生人员培训实施情况及其效果进行分析。结果小规模、指导性的参与式培训充分调动了学员的积极性,让其能够快速有效掌握相关知识和技能。国家级和省级专家亲自指导示教也让学员感受到了重视和动力,培训结束后多数学员在工作中都积极运用了培训所学的知识和技能。结论本土化培训教材有助于提高培训的适宜性;参与式培训方法有效提升学员参与程度;逐级培训机制有助于提升培训效果的可持续性。     

云南省怒江州妇幼卫生人员培训实践与效果

目的对云南省怒江州妇幼卫生人员培训实施情况及培训效果进行分析,为进一步提升妇幼卫生人员能力提供科学依据。方法通过问卷调查、访谈和实地考察等多途径收集相关资料,对怒江洲妇幼卫生人员培训实施情况及效果进行分析。结果小规模、指导性的参与式培训充分调动了学员的积极性,让其能够快速有效掌握相关知识和技能。国家级和省级专家亲自指导示教也让学员感受到了重视和动力,培训结束后多数学员在工作中都积极运用了培训所学的知识和技能。结论本土化培训教材有助于提高培训的适宜性;参与式培训方法有效提升学员参与程度;逐级培训机制有助于提升培训效果的可持续性。     

艾滋病预防参与式培训近期效果分析

目的了解参与式培训在提高中学教师对学生进行艾滋病预防教育的能力方面的效果。方法对四川省绵阳市的３５名中学教师及体卫专干进行了５天的参与式艾滋病基本知识及教育方法的培训。结果接受培训的教师艾滋病预防的基本知识增加了，对艾滋病预防教育的意识和能力提高了，对艾滋病病人的态度发生了正向转变。参加教师培训的骨干教师全部通过考试拿到了联合国儿童基金会和四川省教委联合颁发的合格证书。结论艾滋病预防参与式培训近期     

参与式教学方法在传染病防治能力建设培训中的应用效果评价

目的 分析与评价以案例教学为主的参与式教学方法在基层卫生人员传染病防治能力建设培训中的应用价值及效果。方法以亚洲开发银行“非典”与传染病防治项目在云南、新疆两省开展试点培训的92名县乡级疾病防治人员为研究对象，以培训后自填式问卷调查及学员小组访谈相结合为调查方法，通过5分制评价学员对不同培训方法的满意程度，通过归纳学员自填式问卷对培训方式的感受及培训收获的要点，以及学员专题小组访谈的资料来评估培训方法及培训效果。结果学员对参与式培训方式的满意度较高，其中对参与式教学与教师专题讲座相结合方式的评价达到4分以上的学员比例达到82．6％，而对单纯教师教授的培训方式满意度较低；开放式问卷调查中有40％以上的学员提及这种教学方法能调动学员的积极参与和发言、能促进相互学习、互动性强，有近1／3的学员提及他们通过培训提高了传染病诊断或处理技能。多数学员认为通过案例分析结合小组讨论、角色扮演、头脑风暴等多种参与式活动增强了他们对突发疫情的早期识别及应对能力。结论以案例教学为主的参与式培训方法适用于基层卫生人员传染病防治能力建设培训，可以有效改善他们的传染病诊断、处理技能，以及突发疫情识别与应对能力，值得推广使用。     

泰国妇幼卫生工作现状

泰国妇幼卫生工作现状国际交流周红林昆明医学院第二附属医院妇科６５０１０１１９９６年９月１６～２７日，笔者与云南省生育健康研究会一行１６人赴泰国参加了由泰国玛海多大学社会科学与人文科学学院举办的健康社会科学短训班，培训的形式有学术讲座及现场参观访问等。...     

工伤预防参与式培训效果及其评价分析

目的 分析参与式培训模式在广东省中小型企业中的使用效果及工人的评价.方法 对广东省10个中小型企业中的213名一线工人采用参与式模式进行培训,问卷调查内容为收集工人对当前工作的自我感知评价,比较培训前后工人知识和信念的改变情况及工人对本培训模式的评价.结果 培训后工人各项指标的知识和信念得分较培训前有显著提高(P＜0.05).对参与式培训模式的评价,有93.4％的工人认为学到相关的知识,有96.2％的工人表示培训提高了他们对职业病危险因素的防病意识.结论 参与式培训模式能提高工人的工伤预防知识和信念,工人对该参与式培训模式认可度高.     

卫生部/联合国儿童基金会“母子系统保健健康促进与健康传播项目”工作会议在广州召开

2007年7月25日，卫生部／联合国儿童基金会“母子系统保健健康促进与健康传播项目工作会”在广州召开。江西、陕西、甘肃等省的代表汇报了项目执行情况，北京大学医学部健康教育专家为参加会议的项目省代表进行了参与式方法培训，通过培训以提高参会代表组织实施参与式方法培训     

参与式健康教育方法在农村艾滋病疫情严重地区的应用

目的 了解参与式健康教育方法 在农村艾滋病疫情严重地区的应用及效果.方法在农村艾滋病疫情严重地区,由经过培训的专业人员和村民游戏互动、分组讨论、角色扮演、有奖问答等参与式培训形式,开展艾滋病宣传教育,比较参与式艾滋病健康教育前后的效果.结果 参与式健康教育培训并纳入前后比较分析者369人,培训前艾滋病防治知识知晓率为81.27%,培训后知晓率为94.72%,提高13.45个百分点.培训后村民对艾滋病病人的偏见与歧视显著降低.结论 参与式健康教育是值得在艾滋病疫情严重的农村地区推广的一种艾滋病健康教育方法.     

甘肃省乙肝疫苗纳入计划免疫和安全注射基层强化培训效果评估

目的了解乙肝疫苗纳入计划免疫和安全注射强化培训情况及评价培训效果。方法随机抽取评估县、乡、村，采取收集调查问卷、定性访谈形式、观察自毁型注射器使用、相关知识考试测评的方法对曾参加培训的乡、村级计划免疫工作人员进行培训评估工作。结果本次培训活动的人员共488人，乡村级培训覆盖率91．39％。60人参加问卷调查，普遍认为成人参与式培训方法生动，可提高学习积极性，培训教材内容基本满足基层的需要。经过强化培训后，理论水平有大幅度提高。大于80分的比例由强化培训前的5．11％上升到79．33％。影响培训效果的主要影响因素排序：行政部门领导对计划免疫培训工作重视；资金投入；师资水平培训方式（成人参与式）；教具、教材的选择等。结论成人参与式培训方法能有效提高基层人员的实际工作能力，值得推广。     

参与式培训方法在基层产科培训中取得的成效

目的:为提高基层产科及妇幼保健人员的围产保健服务能力及对危重病的抢救能力,降低孕产妇和围产儿死亡率。方法:使用本省统一编写的《产科质量提高班教材》1～4册,第1年用传统式培训方法,2001年始连续3年根据学员的要求由传统式改为参与式成人培训方法。为了保证培训质量,每年均采用了逐级培训方式。结果:通过参与式培训,各级产科医师及妇女保健人员的专业理论水平和服务质量、高危妊娠筛查率和管理质量明显提高,降低了孕产妇死亡率和围产儿死亡率。结论:参与式培训方法在有一定临床工作经验人员的培训中值得推荐。     

Training health workers: What needs to be taught and who should teach it

The training of many health workers has been inadequate in producing workers who can function effectively in rural health services. This inadequacy is seen in two areas. While health workers are well drilled in technical procedures, operational strategies for applying these procedures in the conditions of rural health services are often lacking; and much of what they are taught is inappropriate in terms of the practicalities of working in rural areas. Two aspects of training are then discussed. What is taught and who teaches it. A distinction is made between teaching routine technical procedures and teaching cognitive strategies for problem-solving. These need to be distinguished and both considered when training health workers. The use of health workers themselves as trainers of other health workers is then considered. They often do not have the confidence necessary to teach in open participatory, discussion-centred ways. These ideas are then briefly considered in the light of a training scheme in Kenya, and how it has been used for training in Primary Eye Care.     

参与式方法在促进合理用药方面的不足与建议

目的:指导参与式合理用药培训在我国的推广,推进我国合理用药教育战略的实施。方法:文献研究法。结果:在许多国家的合理用药促进方面,参与式方法已经有广泛的应用,但仍存在研究总量较少、干预对象局限、干预研究设计还不完善等问题。结论:针对存在的问题,建议通过扩大干预对象范围、完善研究设计、加强研究成果宣传及政策转化等办法,完善参与式合理用药培训的实践及研究。     

两期健康教育培训者训练班效果评价

目的探讨以全面的参与式训练方法在训练健康教育培训者方面的效果,为进一步推广该方法提供实践依据。方法连续举办和指导了两期“健康教育培训者训练班”,共培训57名来自疾病控制系统不同专业领域的专业人员,女性占70.0%,年龄23~45岁,本科及以上学历者占82.0%,56.0%的人从事健康教育工作4年及以上,48.0%的人接受过参与式培训,只有16.7%的人组织过参与式培训活动。培训班前向各省、自治区、直辖市健康教育所和其他相关单位发出问卷,了解受训者的学习需求。组建教学指导小组,以建立关系活动代替死板的“开幕式”,指导学员的广泛参与具体实践,训练过程中教员随时进行评价,训练班结束时以座谈会的形式进行定性评价和自填问卷式的定量评价。结果受训者一致认为:该训练班别开生面、有创意,比以往参加过的任何一次培训班收获都大。对该班持非常肯定和肯定的学员达98.0%。结论以操练为主的全面参与式训练对培养健康教育培训者是非常有效的。     

Head Start Teaching Center: Differential Training Effects for Head Start Personnel

Driven by research findings regarding the positive relationship between training and enhancement of services, as well as literature on adult learning, the New England Head Start Teaching Center (NEHSTC) was created in 1992 to test the efficacy of participatory, hands-on training. The purpose of this paper is to examine the outcome evaluation results from 4 years of training at the NEHSTC, 1 of 14 federally funded sites, as well as to discuss the implications for delivering this type of participatory training throughout Head Start. Findings suggest that the NEHSTC was successful in implementing high quality, participatory training within the context of an ongoing Head Start program. Head Start staff who participated in the NEHSTC trainings demonstrated gains in knowledge, skills, and expertise compared to similar Head Start employees who did not receive training. Results also reveal a sustained effect of training over time, with NEHSTC participants continuing to demonstrate enhanced knowledge and skills 6 months after training. Similar positive outcomes of training were found for staff with varying levels of experience and holding different Head Start positions. Thus the participatory, hands-on training implemented by the NEHSTC was found to produce positive and lasting outcomes for diverse Head Start staff. An effective and cost efficient model of training Head Start personnel is particularly relevant and timely as Head Start strives to establish universal quality and expansion of services in the 21st Century. The findings are also relevant for improving the quality of all early care and education programs.     

参与式方法在职业卫生培训中的效果分析

目的探讨参与式方法在职业卫生培训中的效果。方法对深圳市福田区10家企业300名员工开展参与式培训,并对培训前后存在主要职业危害因素相关知识正确回答率和培训后满意度进行调查。结果干预后,被培训人员对辖区存在主要危害因素噪声、粉尘和有机溶剂等相关知识正确回答率都有明显提高,差异均有统计学意义(P0.05),培训内容满意度调查结果显示有90%以上被培训人员表示基本满意或非常满意。结论参与式方法在职业卫生培训中效果显著。     

参与式培训在珠宝加工企业健康教育中应用效果分析

目的 探讨适合珠宝加工企业的健康教育方式。 方法 实验组采用多媒体授课、小组讨论、个人防护用品使用练习等参与式培训方式对100名工人进行培训;传统组采用传统的授课方式对另100名工人进行相同内容的培训。在培训前后对两组进行测验,对得分进行汇总、分析。 结果 两组员工培训后绝大部分得分有所提高。实验组工人培训前得分总分为(41.29 ±8.59)分,培训后得分总分为(81.06 ±11.78)分,两者比较,差异有统计学意义(t=10.11,P < 0.05)。传统组培训前得分为(53.68 ±10.58)分,培训后得分为(61.37 ±15.39)分,两者比较,差异无统计学意义(t=1.39,P > 0.05)。实验组不同学历、工龄、技术职称的员工得分在培训前后比较,差异均有统计学意义(P < 0.05)。传统组小学及以下人员、工龄小于15个月人员和初级工在培训后得分有提高,但与培训前相比,差异无统计学意义(P > 0.05)。 结论 参与式培训在珠宝加工企业健康教育中效果明显,可以很好地提高工人的职业健康安全知识水平。     

参与式方法在学校艾滋病健康教育中的效果评估

目的评价参与式方法在学校艾滋病防治健康教育中的效果。方法在参与式教学前后采用相同问卷对昆明市一所中等医学专科学校267名二年级学生进行性病/艾滋病相关知识、态度对比调查。结果参与式教学前后:①艾滋病相关知识认知有变化,且差别有统计学意义(χ2=9.53,P<0.01);②性病知识认知变化大,差别有统计学意义(χ2=83.09,P<0.01);③艾滋相关态度有不同程度地改变,且差别有统计学意义(P<0.01)。结论参与式方法应用于课堂对学生的性病/艾滋病相关知识、相关态度作用明显,有利于学校更好地开展艾滋病健康教育。     

Use of participatory training techniques in a right-to-know train-the-trainer course for New Jersey public employees.

The New Jersey Department of Health, in conjunction with the Department of Personnel's Human Resources Development Institute, has developed a Right-to-Know Train-the-Trainer course. In this course, various participatory activities have been utilized since the course's inception in December 1989 to train future trainers who train public employees about recognizing, evaluating, and controlling hazardous substances in their facilities. These participatory training techniques have offered a means by which the trainers can encourage workers to become proactive in making their working conditions safer. With the use of various methods of evaluation, course participants learn the content and develop their skills in the use of participatory training techniques. Though evaluations indicate that participants have a favorable impression of the course, the extent to which these participants take the information back to their worksites has not been formally evaluated.     

Participatory learning materials for health promotion in Ghana-a case study

This paper reports on operational research carried out by the Kumasi Health Education Project in Ghana to study the utilisation of participatory/empowerment learning methods for health promotion. The Project used community-based workshops to develop an extensive range of participatory materials on child health and followed these up with in-service training of 367 teachers and 157 public health workers (nurses and environmental health officers). A simple random sample of about half (262) of the participants was taken 6 months later and these personnel were asked to complete a self-reporting questionnaire to evaluate the format, content and usefulness of the materials. Results were compared with focus-group discussions with mothers attending well baby clinics, at home, in market-places and with pupils at school. The field agents reported a high degree of satisfaction with the training and claimed to be utilising the methods. However, this contrasted with the interviews with target groups who reported a low level of exposure to the materials. Those who had been exposed to materials reported a high level of satisfaction and recall of messages. Further focus-group discussions were carried out with field agents and their managers, and four sets of reasons for low utilisation emerged: the quality of participatory learning materials; personal attributes of the users and the impact of training; situational factors including the location and timing of educational sessions; and the support from peers/supervisors. The experiences in Kumasi are critically assessed and indicate that uptake of participatory/empowerment methods for health promotion depends on the quality of the materials and the selection, training and support provided to field staff.