Study on training programs for preventive medicine undergraduates in China's colleges and uni-versities
10.3760/cma.j.issn.2095-1485.2017.11.004
- VernacularTitle:我国部分高等学校预防医学专业本科生培养方案现况研究
- Author:
Jie LU
1
;
Yiran WANG
;
Xiaofeng ZHANG
;
Pan GAO
;
Quanjun LÜ
Author Information
1. 450001,郑州大学公共卫生学院卫生统计学教研室
- Keywords:
Preventive medicine;
Undergraduate;
Training program;
Curriculum system;
Pre-sent study
- From:
Chinese Journal of Medical Education Research
2017;16(11):1097-1102
- CountryChina
- Language:Chinese
-
Abstract:
Objective To explore the current training programs for preventive medicine undergrad-uates in China's colleges and universities, so as to provide more clues for further optimizing the training program. Methods Twelve colleges and universities were selected in accordance with the stratification of 985, 211 and general colleges and universities and their training programs for preventive medicine under-graduates were collected in February, 2016. By comparing with the requirements of "The directory and introduction of undergraduate courses in colleges and universities (2012)" and the spirit of the second round of "undergraduate teaching evaluation of higher education institutions", training programs were described; t test and multivariate analysis of variance were used to compare differences among different levels of colleges and universities;SPSS 21.0 was used for statistical processing. Results In some colleges and universities, training programs were still not concrete and the setting of three common core courses (Health Education, Health Service Management and Women's Health Science) did not meet the require-ments of the new directory of 2012. All selected colleges and universities had established their standards of the minimum curricular credits ( including course system and internship practical training ) which were(245.33±27.01) credits. In course system, the required course and the elective course were (176.25±18.46) credits, (26.62±12.68) credits, respectively. The percentage of preventive medicine in required courses was relatively lower, only (21.99 ±3.50)％. In internship and practical training, the clinical practice and the specialty practice were (20.00 ±5.13) weeks, (27.33 ±7.78) weeks, taking (16.46 ±7.75) credits, (23.50 ± 9.86) credits, respectively. No differences were found in courses setting, credits distribution among 985, 211 and general universities and colleges, all P>0.05. Conclusion There still exist problems: training pro-grams are not concrete and the training system cannot fully reflect training objectives in some colleges and universities, needing to be further standardized and improved.
