中部地区农村卫生人员采取远程教学方式进行在职培训的...

单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,2021/9/27,*,中部地区农村卫生人员采取远程教学方式进行在职培训的可行性试点研究,Professional development of rural health staff through distance learning in the Central area of China,北京大学医学部,Health Science Center,PKU,2021/9/27,1,汇报提纲,Outline,项目背景,项目目的,项目内容,项目进度,预期结果,预调查,Background,Goals,Contents,Work plan and time frame,Expected outcomes,Pilot study,2021/9/27,2,项目背景,Background,农村卫生人员在农村卫生事业中发挥重要作用,乡镇卫生技术人员,86,万人,村卫生人员,106,万人,Data of rural health workforce from Ministry of health.,Health staff in townships:860 thousands.,Health staff in villages:around 1 million.,2021/9/27,3,项目背景,Background,农村卫生人员存在低学历、低职称和低正规化教育现象,2005,年全国乡镇卫生院卫生技术人员学历层次比例最高的为中专层次，在,50%,左右；专业技术资格中师级,/,助理级占比例最高。,对于村医，来自浙江、河南、江西等省份的抽样调查显示，村医普遍存在着学历层次低，年龄老化、基础理论和实践技能欠缺，集中培训少等问题,Low educational background and low professional quality of rural health staff.,Data in 2005 shows 50%township health staff only have secondary medical school education and relatively low professional technical qualification.,Conditions in village doctors are even worse.,2021/9/27,4,项目背景,Background,2005,年全国乡镇卫生院技术人员学历和职称构成情况表（数据引自,2006,年中国卫生事业发展情况统计公报）,学历情况,职称情况,大本,2.20%,副高,0.70%,大专,20.30%,中级,12.50%,中专,58.70%,师级,/,助理,40.40%,高中,10.30%,士级,35.20%,初中及以下,5.40%,待聘,11.20%,2021/9/27,5,项目背景,Background,2006,年全国乡村医生学历构成情况,（数据引自,2006,年中国卫生事业发展情况统计公报）,大专及以上,中专及中专水平,在职培训合格,合计,人数,34110,534221,313290,906320,比例,4.40%,58.90%,36.70%,100%,2021/9/27,6,项目背景,Background,卫生部在,2001,年提出了,2001,年,-2010,年全国乡村医生教育规划，要求在,2010,年底，在经济或教育发达地区，,30%,以上的乡村医生接受专科以上的高等医学教育；在经济或教育欠发达地区，,15%,以上的乡村医生接受专科以上的高等医学教育；其余的乡村医生应具有中专学历。,90%,以上的省、区、市建立、健全乡村医生在岗培训制度，,90%,以上的乡村医生接受定期的在岗培训。,The Ministry of Health proposed the rural doctor training regulation in 2001,set education objectives for village doctors before the end of 2010.,2021/9/27,7,项目背景,Background,经过十几年的努力，在卫生部、各级地方政府、卫生行政部门和教育部门的领导下，从政策、管理、培训基地建设、师资建设和教材开发等方面做了很多工作，村医的系统化、正规化中等医学教育已经取得了进步。,培训中出现一些问题学习内容重复，不实用脱产集中学习有困难,Progress has been made in policy making,curriculum design and training center establishment for training rural health staff during the past 20 years,However,there are still some problems in training content and training method,2021/9/27,8,项目背景,Background,在现代教育中，鼓励用多种技术手段和形式相结合实施教育，提倡将,“,恰当的知识和技术,”,通过,“,恰当的传播方式,”,传授给所需的人。目前可以利用的教学手段包括现代计算机技术、通信技术、函授教育和传统面授。其中远程教育使得教学信息在师生间跨越时空的双向传递成为可能，有希望解决乡村医生培训规模大，分布广和乡村医生难以长时间脱岗集中培训的难题。,Distance learning can bridge the gap between learner and teacher by two-way communication technology;and has the potential to support the on-the-job rural health staff training program.,2021/9/27,9,研究目标,Goals,建立可以推广的农村卫生人员进行在职培训的远程教学模式,To establish the professional development training model for the rural health staff through distance learning,This model will blend the“right”learning technologies to transfer“right”professional skills to needed person at the“right”time,2021/9/27,10,Questions,乡（村）医生的工作和学习现状如何？学习目标和学习动力是什么？现有的课程体系和培训内容是否有需要改进之处？,所需要的学习内容是否适合用远程的方式进行学习？纸质教材、视频录像、面授讨论和实践操作所占的比例？,乡（村）医生具备哪些学习条件，可能的学习时间是多少？熟悉的或经简单培训就可接受的学习媒介（纸质、光盘、网络）是什么？,What are the necessary knowledge base and what are the crucial skills that rural health staff must have?What is the learning motivation of them?Is there any suggestion to current curriculum?,What is the possible technical media-print,audio,video to carry the learning content,How about their learning condition(time,skill of ICT)?,2021/9/27,11,Questions,4.,采取远程教学时，为乡村医生提供课程辅导的师资是否具备？这些师资需要进行哪些培训？,5,这种方式所需的最低硬件条件是什么？这种培训方式要求学习者掌握的基本学习技能有哪些？是否具备推广的可能？,6.,这种培训方式的学习效果如何？学习过程的管理和监督能否落实或落实到何种程度？,4.Where can we find the qualified teachers?Do they need training before they direct the rural health staff?,5.What technology condition does this training model need?What skill do the staff need?,6.How to evaluate training effect?,2021/9/27,12,项目内容,Contents,1.,描述乡（村）医生现状：包括乡（村）医生的医学基础、工作内容、掌握现代教育技术的能力。,2.,描述乡村医生的学习条件：学习时间、学习地点、学习反馈途径（电话、网络、邮政）。,3.,建立并培训师资：在远程教学中需要有辅导教师对乡村医生进行指导和评价，聘用具备这种能力的师资，并进行内容和学习方法等方面的培训。,1.Rural health staffs professional skills and learning abilities.,2.Learning condition including time,place,technology skill(mobile phone,internet),3.To establish qualified training center.To train teachers.,2021/9/27,13,4.,建立包含远程学习方式在内的混合型教学模式：,4.To establish the training model with the following characters:,项目内容,Contents,学术层面：既保证学习者可以接收学习信息，也保持教师对学习过程进行指导、督促和评价；,非学术层面：完成对培训项目的管理和组织。,培训项目部分通过远程教学来实现；,有复制推广的可能性（低成本低技术门槛），可以覆盖到中国,50%,以上的乡；,保证教学过程的完整：包含学术和非学术两个层面。,Involves distance learning,Can be easily copied to at,least 50%rural areas,Have an integrated teaching,process(two-way,communication during the learning process,external evaluation),2021/9/27,14,研究方法,Methods,案例研究：选择现场,问卷调查和访谈,人种志研究法,Case study:the selected health service system must be able to represent conditions and situation of 50%of Chinas rural areas.,Questionnaire survey and interview,Ethnography research methods,2021/9/27,15,项目进度,Work plan and time frame,第一步：确定试点现场，根据经济条件和交通状况选择河南省的,5,个乡。将全乡的乡（村）医生列为研究及培训对象。,第二步：调查培训的需求。,和乡村医生一同工作生活,，对乡村医生的人力资源、工作范围和目前所接受的学习内容和学习方式进行描述。,Phase1:Select 5 rural township health service system i