健康中国2030视域下预防医学专业建设与人才培育改革研究
Research on the Construction of Preventive Medicine Major and Talent Cultivation Reform from the Perspective of Healthy China 2030

“健康中国2030”战略的推进对预防医学专业建设和人才培育提出了更高要求。本研究围绕该战略目标，系统分析了当前预防医学教育面临的挑战与改革路径。健康中国2030强调从“以治病为中心”向“以健康为中心”转变，要求预防医学人才具备全周期健康管理、跨学科协同创新、大数据与人工智能应用、全球卫生治理四大核心能力。然而，当前专业建设仍存在课程体系与实践需求脱节、师资队伍结构性矛盾、学科交叉融合不足、国际合作层次较低等问题。传统培养方案过度依赖流行病学和卫生统计学等课程，新兴领域如营养指导、健康管理、公共卫生应急管理等课程占比不足，实践教学薄弱且与基层需求脱节，师资队伍中兼具科研与实践经验的“双师型”人才短缺，制约了复合型人才的培养。针对上述问题，本研究提出以下改革策略：一是重构课程体系，构建“核心课程 + 方向模块 + 跨学科选修”的模块化课程，增设健康促进、大数据分析等前沿课程，强化实践教学，建立“早期接触–全程实践–综合实训”体系；二是深化医教协同，通过“政校行企”四方联动优化人才培育方案，加强实践基地建设，推进“医防协同”与基层能力培养；三是推动跨学科融合，整合医学、环境科学、信息科学等资源，开发交叉课程与联合科研项目；四是强化国际合作，拓展联合培养、国际实践项目，提升全球卫生治理能力。同时，需完善政策保障，推进专业认证与质量监控，优化师资结构，引入动态评价机制，确保人才培育与健康中国战略需求同频共振。本研究强调，通过系统性改革，预防医学教育将培养出适应新时代需求的高素质人才，为疾病防控、健康促进及公共卫生应急管理提供坚实支撑，助力实现全民健康覆盖目标。未来需持续关注人工智能、精准医学等新兴领域，深化国际合作，推动预防医学教育高质量发展，为健康中国2030战略的全面落实注入持续动力。
The promotion of the “Healthy China 2030” strategy has put forward higher requirements for the construction of preventive medicine majors and talent cultivation. This study systematically analyzes the challenges and reform paths faced by current preventive medicine education around the strategic goal. Healthy China 2030 emphasizes the shift from a “disease-centered” approach to a “health-centered” approach, requiring preventive medicine professionals to possess four core competencies: full-cycle health management, interdisciplinary collaborative innovation, big data and artificial intelligence applications, and global health governance. However, there are still problems in the current professional construction, such as the disconnect between the curriculum system and practical needs, structural contradictions in the teaching staff, insufficient interdisciplinary integration, and low levels of international cooperation. Traditional training programs overly rely on courses such as epidemiology and health statistics, while emerging fields such as nutrition guidance, health management, and public health emergency management have insufficient proportion of courses. Practical teaching is weak and disconnected from grassroots needs, and there is a shortage of “dual teacher” talents with both scientific research and practical experience in the teaching staff, which restricts the cultivation of compound talents. In response to