Objective:To analyzes the possible shortcomings of undergraduate clinical medical education in X university from the perspective of clinical medical students, so as to provide reference for improving the quality of undergraduate clinical medical education and the major satisfaction of clinical medical students.Methods:In June 2019, a questionnaire survey was used to analyze the perceived quality and satisfaction of 181 students majoring in clinical medicine in 2014 of X university. Factor analysis is used to reduce the dimension of specific indicators included in perceived quality to obtain common factors, and the corresponding factor scores are calculated. The common factors are named "clinical stage courses, teachers and practice" , "clinical stage assessment and hospital atmosphere" , "pre-clinical stage courses, " , "pre-clinical stage teachers" , "pre-clinical stage assessment" and "problem-based learning (PBL)" , which are the six dimensions of perceived quality. The mean is used to describe the current situation of students' major satisfaction and its evaluation of the overall and various dimensions of perceived quality, and the dimensions of perceived quality are ranked in descending order based on the mean; Multiple linear regression is used to analyze the impact of each dimension of perceived quality on major satisfaction, and the dimensions of perceived education quality are ranked in descending order based on the standard regression coefficient.Results:The major satisfaction score of medical students is 3.56, and the overall score of perceived quality is 3.65. The highest score of each dimension of perceived quality is "clinical stage courses, teachers and practice" (3.89), and the lowest is "pre-clinical stage courses" (3.24). Regression analysis showed that R2 was 0.528, and all dimensions of perceived education quality had a statistically significant positive impact on major satisfaction (all P<0.05). Among them, the "pre-clinical courses" (0.438) had the highest standard regression coefficient. Conclusions:Clinical medical students of X university evaluated the quality of education in clinical stage better than that in pre-clinical stage, and "pre-clinical stage courses" had the lowest evaluation. Regression analysis showed that the influence of perceived quality of education on student satisfaction in pre-clinical stage was greater than that in clinical stage, and the first influencing factor was "pre-clinical stage courses" . X university should pay attention to the needs of students, listen to their opinions, focus on the improvement of the quality of pre-clinical courses, and take improvement measures in PBL teaching, scientific research training and curriculum integration.

教育标准是专业认证制度的核心.我国临床医学专业教育标准以世界医学教育联合会的全球标准为蓝本制定,2020年后者修订为基于宏观原则的新标准.通过对世界医学教育联合会既往三版本科医学教育全球标准的文本对比发现,目标牵引、情境决策、评价改进为新标准突出强调的基本原则.分析得出,我国本土采用基于宏观原则的标准进行专业认证需满足的前提条件包括对教育结果评价的共识、医学院校内部质量保障体系的健全、教育科学研究的全面开展.建议我国临床医学专业认证工作委员会和医学院校形成合力,为我国临床医学专业认证未来持续与全球医学教育认证实质等效做充分准备.

Objective:Investigating and analyzing the clinical medical students' evaluation on importance and satisfaction of their university, so as to find out the advantages of their undergraduate education and the areas that need to be improved.Methods:A questionnaire survey was conducted among 257 clinical medical students enrolled in 2015 in X University to evaluate on the importance and satisfaction of the university. The importance-satisfaction matrix was used to analyze the survey results.Results:The total score of students' evaluation on the importance and satisfaction of undergraduate education was 3.95 and 3.82 respectively. The importance (2.91) of PBL teaching and its satisfaction (3.21) were both lower than others. The importance-satisfaction matrix showed that the courses, teachers and atmosphere of X University were in the competitive advantage area, but the scientific research training/guidance in all stages, logistics support, experimental courses and hardware facilities in basic and clinical stages, and internship in clinical stage were those need urgent improvement.Conclusions:The investigated students in X University have insufficient understanding of the importance of PBL teaching. The university has advantages in curriculum, teachers and learning environment, but there is still space for improvement in scientific research training/guidance in all stages, logistics support, experimental courses and hardware facilities in basic and clinical stages and internship training.

目的:了解临床医学专业学生投入与PBL课程基本能力收获之间的关系,为提高PBL教学质量提供针对性的建议.方法:选择北京市某医学院校2014级临床医学专业174名学生为研究对象,对学生投入和PBL基本能力收获进行问卷调查,使用有序logistic回归分析影响基本能力收获的因素.结果:PBL教学在提高学生资料收集(7.34±2.05)、资料分析(6.21±2.28)、交流表达(6.21±2.18)、解决问题(5.93±2.26)、团队合作(5.52±2.47)、批判性思维(5.51±2.35)、发现问题(5.23±2.36)、创新(4.74±2.44)等8个方面能力上的评分依次递减.学生课前预习、课堂参与、对学习的情感投入以及认知策略运用影响PBL课程基本能力的收获.结论:PBL课程对不同方面基本能力收获的提升程度不同;PBL情境下临床医学专业学生投入对其基本能力收获会产生重要影响,行为投入是影响基本能力收获的最重要因素.建议从引导学生加强课前预习、课堂参与入手,激发学生对学习的热情,培养认知策略运用能力,以提高PBL教学效果,培养全面发展的临床医学人才.

目的:基于CMSS2019数据,探究临床实习阶段负性事件生对医学生从医意向的影响.方法:采用描述统计分析各类负性事件的发生范围和频率;使用logistic回归分析各类负性事件对不同医学生群体从医意向的影响.结果:87.3％的医学生表示临床实习期间经历过负性事件,各类负性事件的发生范围以及对不同医学生群体从医意向的影响不同.结论及建议:依据各类负性事件的发生情况及影响特点,应采取不同的措施改善临床实习微环境,降低临床实习微环境中负性事件对医学生从医意向的负面影响:关注临床实习阶段发生的个人生活重大负性事件及易受影响的医学生群体,主动降低职场不公负性事件的发生频率,对职业特性负性事件则应加以利用.

Objectives:To review and summarize the development of China's medical schools, existing issues and put forward policy suggestions based on the perspective of domestic and international comparison.Methods:Descriptive analysis and literature review were implemented.Results:After 150 years' development, the number of China's medical schools reached 192 in 2020. However, there is still a serious shortage of medical schools if taking into account of the large population in the country. The number of medical schools per 10 million persons in China was only about one third of the world average level. The teaching quality of some medical colleges is not satisfactory, and the quantity of highly qualified medical colleges is insufficient. Some other weakness also exist, including large scale of enrollment per school, mal-distribution of medical schools in different regions and lack of a professional administration entity at the national level.Conclusions:China should improve the top-level design and making a national development plan for construction and development of medical schools. Multiple approaches should be taken to steadily increase the number of medical schools. A national organization for professional administration should be established to improve the macro management of medical schools. Finally, Chinese government should play a crucial role in facilitating the construction of medical schools in developing areas.

课程体系设置的合理性是实现人才培养目标的前提条件,在很大程度上决定了教育产品的最终质量.对美国3所一流大学的医学博士(MD)课程体系研究后发现:美国MD课程体系可分为临床见习前、临床见习、临床见习后3个阶段,分别侧重于基础核心课程、专业课程和职业导向课程.基础核心课程是基于"器官-系统"的模块化整合课程;临床见习的前后衔接功能及纵向整合见习得到重视与发展;临床见习后课程侧重于临床能力和学术经验的进一步拓展.美国MD课程体系有弹性,为学生多样化、个性化的学习和发展提供了条件.我国的临床医学课程体系应借鉴国际先进经验,不断推进课程体系的改革和重塑.

当前我国幼儿园教师质量仍有很大提升空间,距世界先进水平仍有一定差距,提升资格准入门槛成为决策者考虑的重要工具.在教师数量和质量双重短缺的现实背景下,本研究基于政策工具理论,充分考量政策对象和政策执行主体特点、政策环境、预期效果等因素,结合国际经验对幼儿园教师资格准入门槛问题进行了反思,提出了提升门槛不一定能够提高幼儿园教师质量的五点理由.为实现提高幼儿园教师质量的政策目标,应设立科学多元和门槛高度适宜的准入机制;重点推进公共财政投入保障机制、民办园提高教师工资的激励约束机制等配套制度的建设与落实;因地制宜考虑门槛推进力度.

Objective:This study aims at exploring influences of medical students' learning outcomes based on the theory of student engagement.Methods:A questionnaire was distributed to 174 students majoring in clinical medicine in grade 2014 at Peking University Health Science Center in June 2019. A multilevel model was applied to analyze the results.Results:For student inputs variables, the metacognitive strategy ( β = 0.058, P <0.01), emotional input ( β = 0.040, P = 0.013), extracurricular learning input ( β = 0.006, P<0.01) influence grade point average (GPA), and the effects have no change with academic stage. The influence of scientific research input time on GPA is moderated by academic stage. Effects of scientific research input change from negative to positive along with the change of academic stage (e.g., from the pre-medical, basic medicine and clinical stages). For school inputs variables, only equipment and facilities have a significant influence on GPA, and a positive relationship is only found in clinical medical stage. Conclusions:Students' metacognitive strategies and emotional input play the greatest role in improving their learning outcomes. The physical environment alone does not necessarily promote students' learning.

目的:描述2002—2018年我国临床医师人力资源配置和人才培养情况,比较供给侧和需求侧的规模匹配情况,分析我国与相关国家人均配置情况的差异,为我国临床医师人力资源发展和人才培养规划提供参考依据.方法:基于中国卫生健康统计年鉴数据和全国医学教育发展中心数据平台,采用描述性统计分析和比较分析方法.结果:2002—2018年我国临床医师人力资源和人才培养情况均经历了增量提质的发展过程,但人均数量和层次结构仍与一些中高收入国家有差距.2018年每千人口临床医师数量已达到2020年的规划目标.临床医学毕业生从医比例不断提高,本科毕业生从医比例高于专科毕业生.临床医学毕业生规模和初步估算的需求数量基本平衡.结论:2002—2018年我国临床医师人力资源和人才培养的规模不断扩大,层次结构得到显著优化,但规模和层次结构仍有提升空间.目前我国高等临床医学人才培养供需基本平衡.应进一步控制专科临床医学专业培养规模.

贫困农村幼儿园教师队伍的稳定性事关当地学前教育的核心质量和儿童发展,在城乡学前教师资源配置不均的背景下其重要性尤为突出.本文基于湖北省东部和西部两个典型国家级贫困县县域内农村幼儿园教师的调查和访谈,全面考察了贫困农村幼儿园教师的流动意向和影响因素.研究发现,贫困农村幼儿园教师的职业内流动意向和职业外流动意向明显,群体差异显著.在全部教师中,有29.7％具有流动意向,在具有流动意向的教师中,有56.7％希望换园,另外43.3％准备更换职业.在流动方向上具有“向城性”的特点,中小学教师职业是职业外流动的首要选择,公办幼儿园转岗教师职业外流动意向明显.流动原因主要包括工资待遇低、家庭需要、工作压力大、职业发展需求未被满足和从教动机存在偏差.对此,应通过多种渠道提高教师工资水平和减轻工作压力,关注教师子女上学问题,增加教师培训机会和职业发展空间,激发教师内在工作动机和职业认同感.

Objective To introduce the role of nonprofit organizations in the administration of medical education in the U.S.as well as their governance structure and administration mechanism and discuss the implications to China.Methods Literature review was conducted to summarize the role of nonprofit organizations in the administration of American medical education,including Association of American Medical Colleges and Liaison Committee on Medical Education.Results Nonprofit organizations play irreplaceable important roles in some key areas of medical education administration in the United States,including admission of student,institution and program accreditation,licensing examination,graduate medical education,and continuing medical education.In terms of governance and management,they usually rely on board of directors for decision making.Meanwhile,medical professionals play an important role in relevant works.Conclusions China should rely on social organizations to strengthen the construction of new administration institutions as well as medical professionals in order to improve administration system and mechanism for medical education.

基于1999-2013年我国大陆省级行政单位的面板数据,综合考虑生活成本和行业因素构建了高校工资水平的竞争力指数,本文对我国高校工资竞争力的现状、变化规律进行客观评估,并利用多元回归分析模型对高校工资竞争力指数的影响因素进行了实证分析.研究发现,与高校名义工资水平持续增长的趋势不同,高校工资竞争力指数在2003年以后开始回调;部分省份的高校名义工资水平很高,但其高校工资竞争力指数却远低于平均水平,出现了高校工资水平与高校工资水平竞争力不同步现象.由此,本文建议政府和高校考虑生活成本和行业因素主动调整人员经费投入力度,从而确保经济发展带动高校工资竞争力指数的提升,确保高校工资水平具备竞争力.

本文基于世界一流大学学术排名数据和46所美国研究型高校10年的面板数据,分析了高校科研产出的影响因素以及高校教师队伍结构变化可能带来的影响.研究发现,高校科研产出除了由外部经济环境、高校类型、人员规模、工资水平等因素决定外,还可能受高校教师队伍的岗位、合同、职称、性别/种族结构的影响.其中,全职教师规模一定的情况下,辅助人员的增加有利于高校科研产出数量与质量的提升,非终身教职体系教师的聘用并未如预期那样有助于提高高校科研产出,助理教授得利于能够在科研上集中精力而产出较高,传统弱势群体教师比例的变化并未系统性地影响高校产出.基于上述研究发现,建议我国高校在人事制度改革中致力于发挥教师资源的比较优势,为教师提供充分的辅助支持,避免造成人力资源的浪费.

创业活动能够创造就业机会、提高生产力、促进国民经济的发展,成为各国缓解大学生就业困境的突破口.为响应政策号召,各高校内部也积极开展促进大学生创业的实践工作.本研究以北京大学与亚洲开发银行合作项目“中国促进大学生就业政策的研究”调查数据为基础,对当前我国大学生创业现状及高校内部促进创业的实践工作进行分析,发现当前我国大学生自主创业处于“意识基本到位,行为难以落实”的现状,创业意向较高,创业人数稀少;机会型创业为主,存活率较低;校际间实践工作差异大,尚难满足创业需求.据此本研究提出注重创新创业精神培养,加强创业项目引导,拓宽资金扶持渠道,完善创业园区建设等建议.

2006年我国中央政府启动实施了农村义务教育阶段教师特设岗位计划,创新了农村教师的补充机制.基于2004—2013年我国大陆省级行政单位的面板数据,从城乡差异的视角描述了教师队伍结构的时间变化趋势,并利用固定效应模型分析了"特岗"教师政策对于改善教师队伍结构和促进教育公平方面的作用,以及其发展现状与政策预期之间存在的差距.研究发现,"特岗"教师政策在解决农村师资总量不足、结构不合理等方面的问题时起到的作用有限.建议"特岗计划"在精准测算教师供给方机会成本和教师需求方地方财力的基础上,调整配套政策方案,构建可持续的农村地区义务教育阶段教师队伍补充机制,从而更好地促进教育公平发展.

本文利用美国20所世界一流大学2004-2013年的面板数据和固定效应模型分析了高校经费水平与结构的变化对科研产出的影响.研究发现,高校收入和支出水平的提升,政府直接拨款比例的增长,高校主要职能和人员工资支出比例的增长均有助于提高高校论文发表产出,管理支出的增长则有碍于此.在我国进入世界一流大学建设快车道的背景下,政府在给予高校财政自主权的同时应加大对一流大学建设的投入,高校需提高工资支出占比,提升管理效率并将经费充分地投入到高校的教学、科研与公共服务活动中.

男女生在大学专业选择上存在性别差异.女生选择人文社科专业的比例远高于男生,且选择社科专业的女生比例最高;男生中有超过一半的学生选择工科专业,远高于女生.大学专业选择的性别差异在高中文理分科时就已经体现,八成男生在高中时选择理科,仅有一半的女生选择理科.在控制了可能的生理差异、能力差异、兴趣差异以及家庭因素的影响后,男生更倾向于选择理工科专业,女生更倾向于选择人文社科专业,且在理科和工科专业中,男生更倾向于选择工科,女生更可能选择理科.基于此,应加强面向高中生的大学专业介绍及专业选择指导,逐渐减小性别刻板印象和传统观念对不同性别学生专业选择的影响.

对2012年全国公立四年制本科大学全职教师抽样调查数据的实证研究发现,机会成本是高校教师流动意向的重要影响因素.表现为,在高校条件无法满足教师期望的情况下,能力强的教师和在岗搜寻的教师更倾向离开；教师与职业匹配质量越高越不易离开；教师倾向于从相对薄弱的高校离开.

高校教师发展的主体是教师,高校应为其提供环境,以促进教师的发展.高校的教师发展实践能否有效促进教师发展取决于其激发的教师发展动机水平.本文根据弗洛姆预期理论,针对影响动机水平的过程因素,分析了美国高校的教师发展实践.美国高校教师发展实践的有效性表现为在满足教师需求、排除发展障碍、鼓励发展努力、评价发展表现等方面有利于激发教师的发展动机水平.我国高校应借鉴美国经验,强调以教师为中心的发展,建立导师制,并加强制度化建设.