摘要
目的:分析国内公共卫生人才培养研究的现状、热点及趋势,为公共卫生人才培养提供参考。方法:以中国知网(CNKI)数据库近20年公共卫生人才培养相关期刊为数据源,利用Excel、CiteSpace对发文量、作者及机构分布、期刊来源分布、关键词共现与聚类时间线图谱进行分析。结果:国内公共卫生人才培养研究的热点主要集中在培养质量、培养层次与类型、培养能力、培养经验、教学模式方面。其演变时间为初步探索期、多元发展期、高质量发展期。结论:国内公共卫生人才培养研究不够丰富,作者间及机构间合作欠缺。其论文质量偏低,研究角度单一。应加强作者间及机构间的合作与交流,拓宽研究的视野及角度,侧重实证挖掘和评价研究。
Objective To provide the reference for training public health talents by analyzing the status quo,hot spots and trends in papers on training domestic public health talents.Methods The number of published papers,distribution of authors,establishments,journal source,and co-occurrence of key words,cluster timeline graphs were analyzed using Excel and CiteSpace respectively with the CNKI-covered journals published the papers on training domestic public health talents in the past 20 years as the data source.Results The hot spots in domestic papers on training public health talents were mainly focused on training quality,training level,training types,training ability,training experience,and teaching model.Their evolutional time could be divided into primary study period,multiple development period,and high quality development period.Conclusion The papers on training domestic public health talents are insufficient and lack of cooperation between authors and establishments.The academic level of papers on training domestic public health talents is low.The angle of papers on training domestic public health talents is unitary or simplistic.It is thus necessary to strengthen the cooperation and communication between authors and establishments,broaden the view field and angle of papers on training public health talents,and lay a special emphasis on evidence mining and evaluation study.
作者
侯传迪
荆凡
胡西厚
HOU Chuan-di;JING Fan;HU Xi-hou(School of Public Health and Management,Binzhou Medical University,Yantai 264000,Shandong Province,China)
出处
《中华医学图书情报杂志》
CAS
2021年第5期31-38,共8页
Chinese Journal of Medical Library and Information Science
基金
山东省研究生教育创新计划项目“基于信息融合的专业学位研究生创新能力培养模式研究”(SDYY16065)
教育部高教司2017年第二批产学合作协同育人项目“基于岗位胜任力的‘卫生信息管理概论’课程教学改革研究”(201702020007)。