Core competence of school health teachers with medicine-education integrated background

HOU Xiaojing; FENG Shiying

doi:10.16835/j.cnki.1000-9817.2024317

Volume 45 Issue 10

Oct. 2024

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HOU Xiaojing, FENG Shiying. Core competence of school health teachers with medicine-education integrated background[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2024, 45(10): 1500-1504. doi: 10.16835/j.cnki.1000-9817.2024317

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HOU Xiaojing, FENG Shiying. Core competence of school health teachers with medicine-education integrated background[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2024, 45(10): 1500-1504. doi: 10.16835/j.cnki.1000-9817.2024317

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Core competence of school health teachers with medicine-education integrated background

doi: 10.16835/j.cnki.1000-9817.2024317

HOU Xiaojing¹,
FENG Shiying^{1, 2}

1.
Department of Health Education, School of International Medical Technology, Sanda University, Shanghai (201209), China

Received Date: 2024-06-14
Rev Recd Date: 2024-08-26

Available Online: 2024-11-02

Publish Date: 2024-10-25

Abstract

Abstract

Objective To understand towards core competence of integrated medicine-education health teachers of graduates with undergraduate major of health education in China, so as to provide evidence for improving the quality of teaching workforce. Methods From January to May 2023, a questionnaire survey was conducted on 92 primary and secondary school health teachers who graduated from Sanda University. All the participants reported the achievement of core competence after graduation, the performance of core competence at present and the importance of competencies. Group comparisons were conducted by using t-test or analysis of variance, while open-ended questions were analyzed by using word cloud analysis. Results In the nine dimensions of core competency, the top three dimensions among scores of achievement and performance were general quality as a teacher, emergency response to accidents(4.52±0.59, 4.38±0.61, 4.32±0.70), and prevention and control of public health events in schools (4.58±0.55, 4.49±0.62, 4.50±0.61). Compared with the achievement after graduation, the mean score of the current performance of core competence has increased in all dimensions except for basic health education literacy (t=2.28-4.69, P < 0.05). Among them, the rank of Basic Literacy of Health Education decreased significantly compared to graduation time (ranking down from 5th to 8th), and School Health Management and Improvement increased significantly (ranking up from 8th to 5th). There were no statistically significant differences in the achievement and the current performance scores of the core competence among graduates with different graduation years (F=0.56-1.45, 0.73-1.23, P>0.05). According to the respondents, the most important competencies were associated with emergency response to accidents, prevention and control of infectious diseases, identification and management of common disease symptoms, and teachers' moral cultivation. Conclusions The development of core competencies for healthcare teachers in integrated medical and educational schools is not yet balanced, the core competency performance of graduates with major of health education varied significantly by graduation time. Medical related abilities and professional ethics are considered the most important core competencies for graduates.
- Public health,
- Health presonnel,
- Professional competence,
- Analysis of variance

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