儿科医学援外培训课程设置的调查研究与实践

摘要

Objective To investigate the training demand of 211participants attended the Pediatric Training program under China Foreign Aid policy and to provide basis for better implementation. Methods Trainees from 45 countries participated Medical Foreign Aid Training in Pediatrics were surveyed on-site using a self-designed questionnaire including general information, curriculum time setting and requirements of contents. Results 211 questionnaire were dispatched and took back effectively during the training period, collection rate was 100%. The evaluation of contents shows: participants from seminars consider that the relevant lectures about hospital management were more important than Chinese language learning. Trainees from technique courses think that related professional lectures was the most important, but their views on Chinese language learning was important overweight than seminars group. Through the statistical analysis, the importance of Chinese language learning between seminars and training course was different, it has statistical significance (P<0.05). The participants from seminars and training courses were holding different suggestions about training period. 60% trainees in seminars think that three weeks for seminar was reasonable and three month was suitable for technique training program. About 50% trainees in technique courses think that two weeks was appropriate for seminars and three month setting was rational for technique courses. There was statistical significance in the time setting between two type training programs (P<0.05). Conclusion There are some shortages in curriculum and time setting of medical foreign aid training program. So it is difficult to make sure the training efficiency. Continuously research and improvement are expected in the future.%目的：调查211名参加中国对外援助儿科医学培训学员的需求，为更好地开展培训提供依据。方法对来自45个国家参加中国儿科医学援外培训的学员进行问卷调查，了解学员基本情况，课程设置时间和内容需求。结果培训期间发放问卷211份，有效收回211份，有效回收率100%。针对课程内容重要性评价：研修班学员认为，与主题相关的医院管理知识讲座重要性最高，学习中文的重要性低；技术班学员认为，与主题相关的医学专业知识讲座重要性最高，中文的重要性高于研修班。经统计分析，对中文的重要性评价不一致，差异有统计学意义（P ＜0.05）。对课程设置时间的建议，研修班60%以上的学员认为研修班设置以3周为宜，技术班设置时间以3个月为宜；技术班50%左右的学员认为研修班以2周为宜，技术班以3个月为宜。研修班和技术班合适时间设置比较，差异有统计学意义（P ＜0.05）。结论医学援外培训在合理设置课程和时间，确保培训实效方面还存在一些不足，期待在今后的实践中不断研究和改善。