5＋3一体化临床医学人才培养目标体系构建研究  

Research on the construction of the 5 ＋3 integrated clinical medical personnel training objective system

作　　者：李海燕[1] 白冰[1] 毛大川 孙涛[2] 肖海[3] 杨立斌[4] 曹德品[2] 

机构地区：[1]哈尔滨医科大学公共卫生学院,150081 [2]哈尔滨医科大学医学教育管理教研室,150081 [3]哈尔滨医科大学教务处,150081 [4]哈尔滨医科大学医学教育研究所,150081

出　　处：《中华医学教育探索杂志》2016年第4期337-342,共6页Chinese Journal of Medical Education Research

摘　　要：目的构建5＋3一体化临床医学人才培养目标体系。方法针对5＋3一体化培养的临床医学生所应具备的态度、知识和能力，采用文献研究、专家访谈法拟制初步问卷条目．并邀请专家和研究生对条目表述等进行多次修改后，形成符合研究目的的最终问卷。请基础医学、临床医学、医学人文等方面共500名教师，对问卷条目的重要程度进行评价；回收有效问卷406份，有效回收率为81．2％。调查数据采用Epidata3．1、SPSS19．0进行汇总统计，运用探索性因子分析和因子分析定权法得出人才培养目标群，并在此基础上构建目标体系。结果5＋3一体化医学教育模式下，临床医学人才培养目标体系包括知识、态度和能力部分，共包含9个目标群。各目标群所包含的要素所占权重各不相同，其中态度包含1个公因子，所占比重为27．51％；知识包含3个公因子，所占比重为29．34％；而能力包含5个公因子，所占比重为43．15％。结论本研究建立的“5＋3一体化临床医学人才培养目标体系”突出能力要求、强调综合素质培养，符合人才培养目标原则和5＋3医学教育模式要求，对课程改革具有一定指导意义，可供各医学院校在制订人才培养方案时参考。Objective To construct the objective system of 5＋3 integrated clinical medicine personnel training mode. Methods For the attitude, knowledge and ability clinical medical students should have, who received 5 ＋3 integrated training, we adopted literature research, expert interviews intending to make a preliminary questionnaire items, and invited experts and graduates to modify the expressions of the items a number of times, and eventually formed the final questionnaire that met the study objective. We asked 500 teachers in basic medicine, clinical medicine, and medical humanities and so on, to evaluate the importance of the questionnaire. 406 valid questionnaires were recovered and the effective recovery rate was 81.2%. Epidata 3.1 and SPSS 19.0 were used for survey data summary statistics, exploratory factor analysis and factor weighting method were used to get the goal of talent training base, and on these basis target system was constructed. Results In 5＋3 integrated medical education model, clinical medical personnel training target system included knowledge, attitude and ability of the part, a total of 9 target groups. Each group contained elements in the training target system for different weights, among which attitude included a common factor, proportion of 27.51%; knowledge consisted of three factors, the proportion of 29.34%; and the ability contained five common factors, accounting for highest proportion of 43.15%. Conclusion 5＋3 integrated clinical medical talents training target system established in this study highlights the ability requirements, emphasizes the comprehensive quality training, which accords with the principles of talent training goal and the requirements of 5＋3 medical education model, has certain guiding significance for the curriculum reform, and can be used for reference in the development of talents training program for medical colleges and universities.

关 键 词：5+3一体化 临床医学 因子分析 人才培养目标体系 

分 类 号：R-05[医药卫生]