应用活动理论开展欠发达地区卫生健康人才培养的实践与思考

Practice and Thinking on the Application of Activity Theory in the Training of Health Professionals in Underdeveloped Areas

活动理论(activity theory,AT)在教育领域的应用经历了从个人学习、到集体学习、再到集体拓展性学习的三代发展过程。第三代活动理论通过在拓展性学习中实施工作-学习中的双重刺激,以形成性干预实现参与者的集体学习目标,能对在欠发达地区开展继续医学教育提供有效的指导,克服由于复杂性所产生的重重困难。在这个过程中,参与者同时也是研究者,可达到研究者自身拓展性学习的目的。作为中华医学会继续医学教育从业者,应用活动理论,通过分析欠发达地区的卫生健康人才培养实例,结合拓展性学习的工作实践,探索适合我国国情的跨机构医学教育资源供给模式,为持续改进欠发达地区卫生健康人才培养方式提供决策依据和发展思路。

The application of activity theory(AT)in the field of education has experienced three generations of development from individual learning to collective learning,then to collective expansive learning.The third-generation activity theory implements work-study double stimulation in expansive learning,and applies formative intervention to achieve the collective learning goals of participants.It can provide effective guidance for continuing medical education in underdeveloped areas and overcome the complexity difficulties caused by the situation.In this process,the participant is also a researcher,which can achieve the researcher's own purpose of expansive learning.As a practitioner of the Chinese Medical Association's continuing medical education, we applied activity theory, analyzed examples of health personnel training in underdeveloped areas, and combined the work practice of expansive learning to explore a cross-institutional medical education resource supply model suitable for the conditions. The training methods of health professionals in underdeveloped areas provide decision-making basis and development ideas.