Objective:To review the mental health status changes in the officers and sailors as the main part of the seafarers during long oceangoing missions by analyzing the Chinese literature published in the past 30 years，so as to provide a point of reference for the prevention and intervention of psychological problems of seafarers during long oceangoing work.Methods:We searched CNKI databases and retrieved empirical research literature published from 1988 to 2021 with the theme related to psychological issue of seafarers during long oceangoing work and using Symptom Checklist-90（SCL-90）as the study instrument. Then we systematically analyzed the mental health status of seafarers during long oceangoing work and the changing of health factors in SCL-90.Results:Before the long oceangoing work，the seafarers were generally in good mental health condition but were prone to anxiety. During the voyage，seafarers’ mental health status changed as time went by，and the health factors of SCL-90 also showed various trends. After the voyage，the persistent mental health problems in the seafarers were mainly manifested as somatization，compulsion，and depression.Conclusion:The long oceangoing work can significantly affect the mental health of seafarers. During such voyages，the health factors of SCL-90 varied with time. It is，therefore，recommended to provide targeted prevention and intervention for seafarers by carrying out mental health education and training at different voyage legs and time windows and with different emphases.

长远航官兵的心理健康状况研究日益增多.本文对2010-2020年我国长远航官兵心理健康研究文献进行梳理,总结了长远航期间官兵的心理健康状况、影响因素及预防干预手段.长远航官兵常见的心理健康问题有焦虑、抑郁、躯体化、失眠和疲劳等,各类问题的发生存在时间窗差异,长远航期间心理健康状况存在复杂的波动性变化.工作生活环境、身心应激状态和个体差异等均会影响长远航官兵的心理健康,应做好航行前的人员选拔和适应性训练、航行期间的心理疏导与干预、航行后的筛查与跟踪管理.今后还需要丰富心理健康状况的研究内容、设计心理健康影响因素的研究实验、开展心理健康预防干预的对照研究,以进一步深入探讨长远航官兵的心理健康问题.

目的 了解某军医学校任职教育学员的满意度.方法 应用自制问卷,调查任职教育学员对任职教育培训工作的评价.结果 与结论学员对本次培训整体满意度评价为较好,培训满意度最高的前三项分别是教员水平、培训效果和互动交流(满意度得分分别为3.41、3.27、3.07分).回归分析发现,培训效果、培训方式、生活服务保障以及教员水平四项指标对培训总体满意度有预测力,可共同解释54.2％(调整后53.5％)的总体满意度;而师生互动交流、教学条件装备评价指标,及专业、学历、入职年限、职称等级和单位类别等基本信息对培训总体满意度的预测力不显著.

目的 了解军队医学院校任职培训中案例教学法的应用状况.方法 使用自制问卷,在283名学员、36名教员和18名教学督导专家3个群体中实施调查.结果 83.3％的教员认为自己在以往的教学中尝试过案例教学法,但有52.7％的教员不了解或不确定自己是否了解案例教学法.培训中很多课程都使用了案例教学法,50.0％的教员和66.7％的专家认为大部分课程有必要使用案例教学法.72.0％的专家认同教员使用的案例具有典型性和代表性,但83??0％的专家认为案例与部队的关联性一般.缺少高质量的案例和缺少相关的师资培训等是影响案例教学法使用的主要因素.结论 院校要推进案例教学的实施,需要加强案例教学建设的组织管理,为教员提供相关培训,并积极支持教员密切联系一线部队,采编贴近部队的高质量案例.

目的 了解不同背景的军医院校任职教育学员对培训满意度的差异状况.方法 应用自制问卷,进行满意度调查,使用差异显著性检验和事后检验比较分析不同背景学员对本次任职教育培训工作满意状况差异.结果 学员对本次培训整体满意度评价为较好;不同专业、学历、入职年限、职称等级学员之间对培训的总体满意度评价无显著性差异,上述不同背景学员之间对培训方式、教员授课水平、师生互动交流、教学条件装备、生活服务保障和培训效果六项培训指标的评价差异无统计学意义,而不同单位类别学员却在总体满意度、培训方式、师生互动交流、培训效果等满意度评价上差异有统计学意义.结论 培训总体满意度好,学员之间的满意度差异主要体现在不同单位类别上,未来培训可将送学单位作为制订培训计划的重要依据.