Research on the current status of master's degree training mode in public health and methods to enhancing job competence
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摘要:
目的 分析公共卫生硕士(master of public health, MPH)培养模式现状和岗位胜任力的影响因素，探索高层次应用型公共卫生人才培养的有效路径。 方法 采用方便抽样对MPH毕业生、高校专职教师和实践基地导师分别进行问卷调查，问卷内容包括课程设置、实践内容与效果、岗位胜任力等。采用logistic回归分析模型分析实践培养体系与MPH能力提升的关联。 结果 共调查329名MPH毕业生、168名专职教师和80名实践基地导师，覆盖全国27所高校。33.93%的专职教师和44.38%的MPH毕业生认为培养过程“重理论，少实践”。相较于实践基地导师，MPH毕业生对实践内容和培养效果给出的评价更差(均P＜0.05)。制定实践计划、组织实践培训、实践时长、同校外导师的沟通频率与MPH实践能力和岗位胜任力提升呈正相关(均P＜0.05)。 结论 优化课程设置、提升实践教育质量、增加培训时长、完善导师制度是提升MPH学生的实践能力和岗位胜任力的重要途径。 Abstract:Objective To analyze the current state of master of public health (MPH) training models and the factors influencing job competency, and to explore effective pathways for cultivating high-level, applied public health professionals. Methods An electronic questionnaire was used to conduct a convenience sample survey among MPH graduates, full-time faculty, and practical base mentors. The questionnaire covered aspects such as curriculum design, practical content and effectiveness, and job competence. Logistic regression model was employed to analyze the relationship between the practical training system and the enhancement of MPH competencies. Results A total of 329 MPH graduates, 168 full-time faculty members, and 80 practice base mentors from 27 universities were surveyed. The proportion of full-time faculty members who believe that training is "theory-heavy and practice-light" is 33.93%, and 44.38% of MPH graduates hold the same view. Compared to practice base mentors, MPH graduates rated the practical content and training effectiveness lower (all P < 0.05). The formulation of practice plans, organization of practice training, practice duration, and communication frequency with off-campus mentors were significantly positively associated with the enhancement of MPH students' practical abilities and job competency (all P < 0.05). Conclusions Optimizing course structures, improving the quality of practical education, increasing training duration, and enhancing the mentorship system are important pathways for enhancing the practical abilities and job competency of MPH students. -
Key words:
- Master of public health /
- Training program /
- Job competency
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图 1 MPH胜任未来岗位最重要的能力
MPH：公共卫生硕士。
Figure 1. Essential abilities of MPH for future positions
MPH: master of public health.
表 1 577名研究对象的基本特征
Table 1. Basic characteristics of 577 participants
基本特征
Characteristics of the participantsx±s或人数(占比/%)
x±s or number of people (proportion/%)公共卫生硕士毕业生Master of public health graduates (n=329) 年龄/岁Age/years 29.02±5.31 男Male 111(33.74) 从事公共卫生领域相关工作Engaged in work related to public health 238(72.34) 参加工作时间/年Years of work experience/year ＜2 140(42.55) ≥2 189(57.45) 认为自己是否胜任当前工作岗位Believe that you are qualified for the current job 是Yes 303(92.10) 否No 26(7.90) 专任教师Full-time faculty members (n=168) 年龄/岁Age/years 44.09±7.99 男Male 81(48.21) 职称Professional title 教授Professor 80(47.62) 副教授Associate professor 59(35.12) 其他Others 29(17.26) 担任导师的年限/年Years of serving as a mentor/year ≥5 119(70.83) ＜5 49(29.17) 了解本校公共卫生专业型硕士培养计划Learn about the training program of your school 是Yes 164(97.62) 否No 4(2.38) 实践基地导师Practice base mentors (n=80) 年龄/岁Age/years 46.85±7.19 男Male 31(40.00) 职称Professional title 主任Director 44(55.00) 副主任Deputy director 32(40.00) 其他Others 4(5.00) 工作单位Workplace 疾病预防控制中心Center for disease control and prevention 41(51.25) 医院Hospital 31(38.75) 其他Others 8(10.00) 有公共卫生专业型硕士带教经历Have public health professional master's teaching experience 65(81.25) 
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表 2 MPH毕业生与高校专职教师对理论教学和培养模式的评价
Table 2. Evaluation of theoretical teaching and training models by MPH graduates and full-time university teachers
评价内容
Evaluation contentMPH毕业生与高校专职教师
MPH graduates and full-time university teachers①MPH毕业生
MPH graduates①高校专职教师
Full-time university teachers①χ2值
valueP值
value专业型与科学型硕士的课程设置需要区分
Distinguish the curriculum setting of professional and scientific master 's degree11.45 0.001 是Yes 397(79.88) 248(75.38) 149(88.69) 否No 100(20.12) 81(24.62) 19(11.31) 本校专业型与科学型硕士在课程设置上不同
Whether the curriculum of professional and scientific master's degree in your university is different5.30 0.021 是Yes 316(63.58) 197(59.88) 119(70.83) 否No 181(36.42) 132(40.12) 49(29.17) 理论课和实践课的分配Distribution of theoretical and practical courses 14.38 0.001 一般或较差General or poor 226(45.47) 142(43.16) 84(50.00) 较好Better 208(41.85) 132(40.12) 76(45.24) 很好Very good 63(12.68) 55(16.72) 8(4.76) 交叉学科课程设置的评价Evaluation of interdisciplinary curriculum setting 21.36 ＜0.001 一般或较差General or poor 238(47.89) 135(41.03) 103(61.31) 较好Better 192(38.63) 138(41.95) 54(32.14) 很好Very good 67(13.48) 56(17.02) 11(6.55) 教学覆盖本专业知识的程度The degree of teaching covering the professional knowledge 14.64 0.001 一般或较差General or poor 156(31.39) 90(27.36) 66(39.29) 较好Better 253(50.91) 167(50.76) 86(51.19) 很好Very good 88(17.71) 72(21.88) 16(9.52) 课程知识是否满足岗位胜任的要求
Whether the course knowledge meets the requirements of post competency6.82 0.033 一般或不满足General or unsatisfied 190(38.23) 125(37.99) 65(38.69) 满足Better 249(50.10) 157(47.72) 92(54.76) 很满足Very good 58(11.67) 47(14.29) 11(6.55) 对工作最有帮助的课程(前3)The most helpful courses for the job (top three) 卫生统计学/多元统计学Health statistics/multivariate statistics 431(86.72) 276(83.89) 155(92.26) 流行病学原理与方法Principles and methods of epidemiology 379(76.26) 236(71.73) 143(85.12) 医学科研论文写作Medical research paper writing 325(65.39) 198(60.18) 127(75.60) 最希望增加的课程(前3)Courses that you would most like to add (top three) 统计软件使用培训Statistical software use training 366(73.64) 255(77.51) 111(66.07) 跨学科课程Interdisciplinary courses 337(67.81) 206(62.61) 131(77.98) 现场流行病学调查Field epidemiological investigation 281(56.54) 175(53.19) 106(63.10) “重理论，少实践”情况Theory-heavy and practice-light 203(40.85) 146(44.38) 57(33.93) 4.60 0.032 “双导师”体系在培养方面的作用The role of the "dual-mentor system" in training 8.23 0.016 一般或较差General or poor 178(38.28) 106(35.69) 72(42.86) 较好Better 210(45.16) 131(44.11) 79(47.02) 很好Very good 77(16.56) 60(20.20) 17(10.12) 注：MPH，公共卫生硕士。
①以人数(占比/%)表示。
Note: MPH, master of public health.
① Number of people (proportion/%).
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表 3 实践安排和实践内容与公共卫生硕士专业能力提升和胜任未来岗位的关联
Table 3. Associations of practical arrangements and content with enhancement of master of public health professional abilities and the ability to excel in future positions
变量
Variable总人数
Total number of the participants兴趣和成就动机增加
Interest and achieve- ment①OR值
value专业知识及实践技能提升
Enhance professional knowledge and practical skills①OR值
value对胜任岗位有帮助
Helpful to the competent position①OR值
value制定实践计划The formulation of practice plans 否No 27 9(33.33) 13(48.15) 16(59.26) 是Yes 270 154(57.04) 2.66② 205(75.93) 3.40② 196(72.59) 1.82 组织实践培训Organization of practice training 否No 77 32(41.56) 41(53.25) 45(58.44) 是Yes 220 131(59.55) 2.07② 177(80.45) 3.61② 167(75.91) 2.24② 专业实践时长/月Practice duration /month 0~3 37 15(40.54) 24(64.86) 23(62.16) ＞3~6 139 76(54.68) 1.77 100(71.94) 1.39 93(66.91) 1.23 ＞6~12 59 31(52.54) 1.62 42(71.19) 1.34 41(69.49) 1.39 ＞12 62 41(66.13) 2.86② 52(83.87) 2.82② 55(88.71) 4.78② 培养模式Training mode 单一导师Single 156 81(51.92) 109(69.87) 105(67.31) 双导师Double tutor 141 82(58.16) 1.29 109(77.30) 1.47 107(75.89) 1.53 与校外导师沟通频率
Frequency of communication with off-campus tutors总计1~2次或没有1-2 times or never 18 8(44.44) 11(61.11) 10(55.56) 每月Monthly 44 27(61.36) 1.99 34(77.27) 2.16 32(72.73) 2.13 每周Weekly 79 47(59.49) 1.84 64(81.01) 2.72 65(82.28) 3.71② 与校内导师沟通频率
Frequency of communication with campus tutors总计1~2次或没有1-2 times or never 18 7(38.89) 8(44.44) 12(66.67) 每月Monthly 80 46(57.50) 2.13 61(76.25) 4.01② 59(73.75) 1.40 每周Weekly 199 110(55.28) 1.94 149(74.87) 3.72② 141(70.85) 1.22 注：①以人数(占比/%)表示; ② P＜0.05。
Note：① Number of people (proportion/%); ② P＜0.05.
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