我国高职高专口腔医学技术专业建设的现状及问题

目的 了解我国高职高专口腔医学技术专业建设发展现状及问题，为构建口腔医学技术专业的职业教育国家标准提供参考依据，推进高职教育高质量发展。方法 采用分层随机抽样法，对我国东、中、西部54所开办口腔医学技术专业的高职高专院校进行专业建设情况的问卷调查。数据分析采用SPSS 18.0软件，差异分析使用独立样本t检验、单因素ANOVA分析或卡方检验。结果 在被调查院校中，近3年平均每年招生规模6 415人，其中西部地区招生规模最大，占比47.39%。师资队伍方面，不同地区在学历、职称结构、职业资格和专业背景上均有差异，且差异有统计学意义（P<0.05）。实训条件方面，仅有26.42%和3.77%院校配置虚拟仿真实训室和口腔材料学实训室，以及18.52%和22.22%院校配备椅旁修复系统和虚拟仿真软件。结论 我国高职高专口腔医学技术专业存在区域发展不平衡的问题，师资队伍整体水平、实训条件和课程建设有待提高。

Current status and problems of dental technology specialty development in higher vocational colleges in China

Objective To investigate the current status and problems of the development of dental technology specialty in higher vocational colleges in China, and to provide a reference for the establishment of national standards for vocational education on dental technology and the development of high-quality higher vocational education.Methods We selected 54 higher vocational colleges in eastern, central, and western China offering dental technology programs by stratified random sampling to survey the specialty development situation using a questionnaire. Data were analyzed using the independent samples t test, one-way analysis of variance, or chi-square test with the use of SPSS 18.0.Results Among the surveyed colleges, the average annual enrollment scale in recent three years was 6 415 students, with the largest enrollment in western regions, accounting for 47.39%. In terms of teaching faculty, there were differences in educational attainment, professional title structure, vocational qualification, and professional background between different regions (P<0.05). Regarding training conditions, only 26.42% and 3.77% of colleges were equipped with virtual simulation training rooms and dental materials training rooms, respectively; and 18.52% and 22.22% of colleges were equipped with chairside repair systems and virtual simulation software, respectively.Conclusions Regional imbalances exist in the development of dental technology specialty in higher vocational colleges in China. The overall level of teaching staff, practical training conditions, and curriculum construction need to be improved.