利用民办教育资源培训乡村医生的效果评价

目的评价山东省利用民办教育资源培训乡村医生项目的效果。方法通过问卷和座谈等方式对山东省卫生厅利用民办教育资源(民办学校)免费培训的第15期乡村医生和师资进行现场调查。结果学员对由政府组织、民办学校具体承办的乡村医生免费培训项目评价高,对该项目的总体满意度达到100%;对培训教师评价好,97.6%的学员认为教师的授课态度"好"或"较好;"86.8%的学员认为培训效果"好"或"较好"。结论政府利用民办教育资源免费培训乡村医生是可行的,达到了学员、政府和民办学校三满意的效果,为利用社会资源培训农村卫生人才做了有益的尝试,但培训中仍存在一定的问题,需在今后的培训组织中加以注意。     

甘肃省中医适宜技术培训效果及满意度分析

目的 了解甘肃省中医适宜技术的培训效果及其满意度,为提高培训效果及促进中医适宜技术的推广提供参考依据。方法 对甘肃省静宁县、临洮县、永靖县、景泰县和临泽县5个项目县选派的77名卫生技术人员培训前后的考试成绩进行分析;培训后采用问卷方式进行满意度调查。结果 培训后学员的平均成绩由培训前的(28.05±2.23)分提高到(67.22±1.39)分,差异有统计学意义(t=205.763,P<0.01);26.96%的学员认为中医适宜技术很难,34.17%的学员认为一般,38.87%的学员认为容易;67.08%的学员认为技术已掌握技术,但有66.77%的学员认为不能熟练应用;59.87%的学员认为需要再培训;81.21%的学员对授课专家讲课效果认为满意,17.92%的学员认为一般,0.87%的学员认为不满意;82.37%的学员对互动强化效果认为满意,17.05%的学员认为一般,0.58%的学员认为不满意,91.91%的学员对多媒体幻灯+技能操作+VCD影像的授课方式满意。结论 甘肃省中医适宜技术培训取得一定效果,但仍需加强实践技能操作环节的培训。     

南平市基层免疫规划培训效果评价

目的评估南平市4期预防接种门诊免疫规划工作人员培训效果。方法用封闭式调查问卷方式进行培训前后现场测试。结果预防接种服务、疫苗使用管理、冷链系统管理、预防接种工作制度、异常反应监测及处置和免疫规划针对传染病监测得分在培训后均有提高,学员对培训的满意度由高到低依次为授课水平、培训内容、教学条件和培训方式。结论基层免规培训效果较好,学员对培训的满意度也较高。建立有效的培训机制对免疫规划工作至关重要。     

基层医学影像和检验人员在岗培训创新模式的思考

目的:通过对"健康中国工程"四川地震重灾区医学影像和医学检验人员培训项目的资料分析,为制定高效可行的基层医学影像和检验人员在岗培训创新模式提供依据.方法:回顾性分析该项目的学员情况、培训时间、培训方式、培训内容、培训特色、培训效果及问卷调查结果等资料.结果:该培训项目学员105人,15人(14%)来源于县级医院,90人(86%)来源于乡镇医院,具有明显的"四偏"现象,即年龄偏年轻、学历偏低、职称偏低和专业水平偏低;采用了脱产集中学习、就近临床实习以及专家组现场指导三种培训方式;培训特色鲜明,成效显著,学员结业成绩较基线成绩明显提高,问卷调查结果也显示学员自我感觉各方面都有一定的提高,明显提高的比例在20%左右.结论:该项目培训模式,符合基层卫生人员的需求和成人教育的特点,在进一步完善的基础上,可推广使用.     

疾控机构继续医学教育现况分析

目的:回顾与分析病毒病预防控制所(简称病毒病所)"十二五"期间开展国家级继续医学教育项目情况,为提高项目质量提供参考.方法:收集"十二五"期间病毒病所开展继续教育资料,使用Excel 2007对项目开展情况及反馈结果进行统计与分析.结果:"十二五"期间继续教育项目51项,以3~5天的培训为主,授课教师高级职称占76.0%;学员年龄平均37岁,文化程度本科至博士数量呈逐年上升趋势;问卷调查显示,学员对培训内容、授课教师、教学安排和学习收获满意率均达95.0%以上,尤其对授课内容满意度达99.0%.结论:学员对继续医学教育满意度高,以实验室为主的继续教育拟采用面对面的方式并注重实践效果将会更好.今后应根据项目举办特点,有针对性地创新培训模式,加强项目监督和评价,进一步提高项目质量.     

宁波市现场流行病学培训项目效果评价

目的评价宁波市现场流行病学培训项目开展效果,为项目的可持续发展提供依据。方法对学员采用统一量化指标的自填式问卷形式进行调查,对单位相关科室采用访谈的形式进行调查,通过对学员培训前后能力的提升、工作业绩的比较和单位的反馈,评价培训项目效果。结果 91.9%～100%的学员分别认为培训后八种能力得到有效提升,培训前后学员参与现场流行病学调查、撰写调查报告等5项工作业绩与产出的差异有统计学意义。结论宁波市现场流行病学培训项目的开展,使学员八种能力明显提高,全市突发公共卫生应急队伍总体水平得到提升,培训项目达到预期目标。     

某教学医院县级骨干医师培训项目实施现状

目的为县级医疗机构培养一批"下得去、留得住、用得上、干得好"的优秀医疗技术人才。方法采用自行设计的问卷,对象为医师培训项目2015年至2018年度学员148名,内容包括一般情况、培训实施情况、对项目开展的满意度。结果学员对项目管理满意度最高占98. 6%,对食宿环境满意度最低占92. 0%。结论要确保项目培训效果,提高学员满意度,应从推进按需培训、规范管理、做好后勤服务保障,创新培训方式4个方面入手改革。     

远程教育3种不同培训方式效果比较

目的通过比较、分析卫星、互联网、面对面三种不同培训方式的效果,探讨适合中国的远程教育方式。方法采用自填式问卷调查,包括培训前问卷、培训后问卷、过程评估问卷、协调员问卷。结果参加面对面培训、卫星培训、互联网培训的人数分别为75名、210名和387名;3种培训都能有效提高学员的督导评估工作能力（P〈0.01）,但彼此之间没有显著差异（P〉0.05）;由于学员对远程教育方式不熟悉,影响了认可程度及培训效果。结论远程教育是有效的培训方式,但推广应用面临许多挑战;Kirkpatrick培训效果4层次评估模式是有效的评估模式,值得借鉴。     

预防控制医源性感染培训干预短期效果评价

目的 :了解预防控制医源性感染培训干预的短期效果。方法 :在摸底调查的基础上 ,设计培训课程 ,对县级人员进行培训。采用半结构式问卷对参加安徽省卫 项目生殖健康 -预防控制医源性感染培训班的学员进行培训前和培训后测试。结果 :学员在班前问卷中总分最高为 10分 (62 .5% ) ,最低为 0分 ,平均得分 5.43分 ,众数是 5分。班后问卷中 ,总分最高为满分2 3分 ,最低为 9分 (56.2 5% ) ,平均得分 15.0 3分 ,众数是 16分。班前和班后的比较 ,学员在所测试的几个关于基本知识和技能的问题上 ,提高的程度很大 ,经统计学检验 ,都具有显著性差异 (P<0 .0 5)。前后两次的总分也有显著性差异 (F=484.2 3 ,P=0 .0 0 0 )。讨论和结论 :班前问卷结果表明学员缺乏医院感染预防控制方面的知识和技能 ,班后问卷表明学员基本掌握了医院感染预防控制方面的知识和技能 ,说明培训班提高了学员在医院感染预防控制方面的知识和技能。我们将对摸底调查的两个县进行追踪调查 ,评价项目的长期效果     

医院感染培训项目效果调查

目的调查一大型医院举办的医院感染控制和职业防护新进展项目培训的教学效果。方法培训结束后现场发放匿名调查表,调查内容包括学员一般资料、对培训项目的评估意见和对下一次培训内容的建议。用Excel表格输入合格数据并进行统计分析。结果 83名学员参加调查,问卷有效回收率为77.11%;57.81%的学员认为讲授内容是本学科最新发展、最新成果或亟待解决的问题;73.44%的学员认为学习的内容满足需要;65.63%的学员认为学习收获很大;95.32%的学员对项目的教学计划安排感到满意;93.76%的学员对项目所用教材满意;97.05%的学员对授课教师讲授内容满意。结论调查利于评估教学效果、了解存在的问题以及修正完善培训计划和不断提高培训质量。     

Quality improvement of integrated child health care management after in-service training for physicians

OBJECTIVE: The aim of the present study was to evaluate the quality of integrated child health care management (ICHCM) promoted by the World Health Organization (WHO) after an in-service training course. METHODS: The training was carried out in a rural and an urban health unit and in the paediatric ward of the local reference hospital. Tutorial courses were given to small groups (4-6 students) over a 5-day period (40 h in total). The courses consisted of demonstrations, discussions, analyses, applications and evaluations of the ICHCM (in-service training). The training was evaluated by comparing the quality of ICHCM given by each physician in their work place on three different occasions: 15 days before the course began (pre-course evaluation), 15 days after the course (post-course evaluation) and 6 months after the course had ended (follow-up evaluation). Each physician was observed in each period during his or her consultation with a child under 5 years of age who presented with acute diarrhoea or acute respiratory infection. A series of possible behaviours by physicians was checked against a list of behaviours that would indicate effective training. RESULTS: The average grades obtained by the 24 physicians evaluated (pre- and post-course) increased from 74.5 to 96.6 (22.1 points, P < 0.01). Physicians whose baseline grade was <80 had the greatest increases. Their averages grades increased from 68.2 to 91.3 (23.1 points, P < 0.001). The overall change for the whole group was sustained for up to 6 months (post-course 96.6 points and follow-up 90.9 points, P > 0.05). CONCLUSION: The quality of ICHCM improved after the in-service training. No additional resources were necessary in the clinical units. This type of training can be extended to other countries or health programmes.     

非现役文职护士临床培训体会

目的 探讨非现役文职护士临床培训方法,提高军队医院护理人才培养质量.方法 采用固定内容与灵活培训结合、借助外力进行设备使用培训、利用现有资源提高急救能力、落实考核制度等手段,紧贴临床工作实际,对非现役文职护士按需施教,注重培养动手能力.结果 缩短了培训周期,非现役文职护士综合素质进一步提高,履行岗位职责能力得到较大提高,增加了职业成就感.结论 加强非现役文职护士临床培训,对全面提升其综合能力、提高护理质量起到关键的作用,十分必要.     

Learning From a Massive Open Online COVID-19 Vaccination Training Experience: Survey Study

BackgroundTo prepare key stakeholders for the global COVID-19 vaccination rollout, the World Health Organization and partners developed online vaccination training packages. The online course was launched in December 2020 on the OpenWHO learning platform. This paper presents the findings of an evaluation of this course.ObjectiveThe aim of this evaluation was to provide insights into user experiences and challenges, measure the impact of the course in terms of knowledge gained, and anticipate potential interest in future online vaccination courses.MethodsThe primary source of data was the anonymized information on course participants, enrollment, completion, and scores from the OpenWHO platform’s statistical data and metric reporting system. Data from the OpenWHO platform were analyzed from the opening of the courses in mid-December 2020 to mid-April 2021. In addition, a learner feedback survey was sent by email to all course participants to complete within a 3-week period (March 19 to April 9, 2021). The survey was designed to determine the perceived strengths and weaknesses of the training packages and to understand barriers to access.ResultsDuring the study period, 53,593 learners enrolled in the course. Of them, 30,034 (56.0%) completed the course, which is substantially higher than the industry benchmark of 5%-10% for a massive open online course (MOOC). Overall, learners averaged 76.5% on the prequiz compared to 85% on the postquiz, resulting in an increase in average score of 9%. A total of 2019 learners from the course participated in the survey. Nearly 98% (n=1647 fully agree, n=308 somewhat agree; N=1986 survey respondents excluding missing values) of respondents fully or somewhat agreed that they had more confidence in their ability to support COVID-19 vaccination following completion of this course.ConclusionsThe online vaccine training was well received by the target audience, with a measurable impact on knowledge gained. The key benefits of online training were the convenience, self-paced nature, access to downloadable material, and ability to replay material, as well as an increased ability to concentrate. Online training was identified as a timely, cost-effective way of delivering essential training to a large number of people to prepare for the COVID-19 vaccination rollout.     

Training of field professionals in Switzerland health prevention projects

Following various difficulties during prevention programs, an interdisciplinary training course in project management was set up for professionals working in the field. Sessions devoted to theoretical aspects alternated with workshops aimed at problem-solving strategies. The intention of the course was to equip the participants with relevant operational tools. The twenty-seven participants came from twelve different professional backgrounds. Fourty-two hours of training were given over a period of nine months. Two physicians specialized in public health accompanied the course throughout, seven invited speakers joined the group for occasional sessions. The evaluation was positive for the teaching methods used and the variety of subjects covered. The analysis of practical experiences has proved to be a powerful learning tool and a vehicle for interdisciplinary exchanges. The course has highlighted the isolation of the professionals in the field, the absence of common points of reference and the resulting difficulties in communication and collaboration. This experience has clearly shown the need for a well-defined standard model in project management and for intensive training of the professionals in the field.     

Improving the skills of established general practitioners: the long-term benefits of group teaching

This study set out to determine the long-term benefits of teaching psychiatric interview skills. Nine established general practitioners, eight of whom were also trainers, took part some 18 months after attending a problem-based interviewing course. Interview skills were assessed by rating behaviour during 10-minute videorecorded simulated consultations with role-players, recorded before and after training and at follow-up. The finding of an earlier study that, in terms of the course model, training successfully modified the doctor's behaviour, was largely replicated. In addition, not only were acquired skills maintained but further change took place during the follow-up period, change that can be seen as improvement in terms of the course model.     

论医学生实习期信息技术能力培养

目前,医学院校的信息技术课程设置存在滞后于现代医院信息化发展的现象。而实习期是提高医学生综合能力的关键期,期间,充分利用医院信息化建设成果,重视对医学生信息技术素质与能力的培养,是弥补医学院校信息技术课程设置不足的有效途径。本文就现代化医院对医学生信息技术基本能力的要求、实习期信息技术能力培养的方法进行了讨论。     

结核病防治机构培训方法学调查分析

目的调查和分析我国地县结核病防治机构培训方法学现状,为改进培训方法,提高培训效果提供依据。方法访谈16名县级结核病防治机构专业人员和7名地市级培训教师,了解各地结核病培训班方法学方面相关情况。结果培训班均由上级培训部门负责计划;所有培训班均未进行培训需求调查;大部分培训班经费不足,培训时间为1~2天,部分培训班以会代训;培训方法以授课为主,少有学员的主动参与,学员缺少练习和实习的机会;培训效果不令人满意。结论结核病培训缺乏需求调查,培训方法较单一,参与式培训和练习实习机会少,在一定程度上影响培训效果。因此在培训的组织中应进行有针对性的培训需求调查,按照需求确定培训内容,使学员能积极参与到培训过程之中,提高培训的质量。     

Impact of training periods in the emergency department on the motivation of health care students to learn

Objectives  Motivation is one of the most important factors for learning and achievement. The perceived value of the task, perceptions of self-efficacy and beliefs about control of learning are the main determinants of motivation. They are highly influenced by the individual's personal history and especially by significant past experiences. We assessed the impact of training periods in the emergency department on the motivation of health care students to learn in the field of emergency medicine.
Methods  A survey was conducted in 2008 with 112 undergraduate medical students and 201 undergraduate nursing students attending an emergency medicine academic programme. At the beginning of the course, the students completed an anonymous 26-item questionnaire to assess their motivational orientations.
Results  Perceived task value was higher for students who had previously attended a training period in the emergency department ( P  = 0.002). Perceived self-efficacy was depressed when the respondent had been confronted with negative outcome events ( P  < 0.001). Control of learning beliefs was affected negatively in students who had attended a training period in the emergency department ( P  < 0.001).
Conclusions  Motivation is a major contributor to the success of learning. Training periods in the emergency department can have positive and negative impacts on the learning motivation of medical and nursing students in the field of emergency medicine. Ideally, and in terms of increasing motivation, health care students should gain experiential learning in the emergency department before attending a corresponding academic course. During this period, tutors should provide appropriate supervision and feedback in order to support self-efficacy perception and learning control beliefs.     

Assessment of knowledge and attitudes in human nutrition among nurses of Delhi.

The present study revealed that the majority of nurses had adequate knowledge about dietary practices during the antenatal and post-natal period. However, their knowledge about nutritive value of foods and nutrition advice during disease conditions was inadequate. It is recommended that to make the training more meaningful, the identification of the incorrect dietary beliefs of trainees should be done at the beginning of the training course. Each incorrect belief should be explained in detail for better comprehension of the correct knowledge in nutrition.     

The effects of a practical diabetes prevention training course for public health care providers in Aichi Prefecture

PURPOSE: Lifestyle intervention for high-risk people is one of the most important issues for reduction of diabetic patients. Public health care providers should update their knowledge and enhance their educational skills. The purpose of this study was to evaluate the effects of a diabetes prevention training course for public health care providers in Aichi Prefecture. METHODS: This course included not only lectures about up-to-date knowledge about diabetes but also many practical aspects such as lifestyle assessment and coaching methods. The participants were made aware of an adequate diet by choosing foods in nutrition sessions, and they experienced walking and aerobic exercise with heart-rate monitors and pedometers in an exercise program. They also learned how to interview and provide health guidance to impaired glucose tolerance (IGT) people through role play. There were 373 participants from 90% of municipal health care centers in Aichi Prefecture. We made inquiries about the effectiveness of this practical training course immediately after the training period and 6-months later for all participants. In follow-up inquiries, we asked if the knowledge obtained in this training course had been useful and had improved their services. RESULTS: The aim and methods were well-accepted by more than 90% of participants. The follow-up examination (6 month later) showed improvement with reference to teaching methods (60%), evaluation of the diabetes prevention service (53%), cooperation with other facilities (48%) and survey on municipal health problems related to diabetes (48%). New methods, which they experienced in this course, were adopted in their own services in many municipalities. Many municipal health care centers started the diabetes individual health promotion program, because the health care providers got aware of importance of diabetes prevention by attending this training course. DISCUSSION: In order to make effective interventions, public health care providers should obtain up-to-date knowledge about diabetics and educational skills. Administrative organ can play important roles in diabetes prevention by training public health care providers and setting up a network between related facilities.