Article(id=1240738481958351758, tenantId=1146029695717560320, journalId=1227665162245664772, issueId=1240738480549065614, articleNumber=null, orderNo=null, doi=10.20043/j.cnki.MPM.202411082, pmid=null, cstr=null, oa=null, hot=null, price=null, onlineType=0, articleFormat=0, articleType=null, articleTypeStr=null, receivedDate=1730995200000, receivedDateStr=2024-11-08, revisedDate=null, revisedDateStr=null, acceptedDate=null, acceptedDateStr=null, onlineDate=1773744705904, onlineDateStr=2026-03-17, pubDate=1746806400000, pubDateStr=2025-05-10, doiRegisterDate=null, doiRegisterDateStr=null, onlineIssueDate=1773744705904, onlineIssueDateStr=2026-03-17, onlineJustAcceptDate=null, onlineJustAcceptDateStr=null, onlineFirstDate=null, onlineFirstDateStr=null, sourceXml=null, magXml=null, createTime=1773744705904, creator=13701087609, updateTime=1773744705904, updator=13701087609, issue=Issue{id=1240738480549065614, tenantId=1146029695717560320, journalId=1227665162245664772, year='2025', volume='52', issue='9', pageStart='1537', pageEnd='1728', issueExtLink='null', onlineDate='null', pubDate='null', beforeIssueId=null, nextIssueId=null, price=null, status=1, issueComplete=1, articleOrder=1, issueType=-1, specialIssue=null, createTime=1773744705569, creator=13701087609, updateTime=1773744787657, updator=13701087609, preIssue=null, nextIssue=null, ext={EN=IssueExt(id=1240738824918192654, tenantId=1146029695717560320, journalId=1227665162245664772, issueId=1240738480549065614, language=EN, specialIssueTitle=, coverIllustrator=null, specialIssueEditor=, specialIssueAbout=), CN=IssueExt(id=1240738824922386959, tenantId=1146029695717560320, journalId=1227665162245664772, issueId=1240738480549065614, language=CN, specialIssueTitle=, coverIllustrator=null, specialIssueEditor=, specialIssueAbout=)}, issueFiles=null}, startPage=1724, endPage=1728, ext={EN=ArticleExt(id=1240738482243564432, articleId=1240738481958351758, tenantId=1146029695717560320, journalId=1227665162245664772, language=EN, title=Exploration of “integration of industry and education” in the training of applied public health master’s students, columnId=1240375111455404044, journalTitle=Modern Preventive Medicine, columnName=Talent Development, runingTitle=null, highlight=null, articleAbstract=

Professional degree graduates possess characteristics that combine both vocational and academic elements. The integration of industry and education is an important method and effective approach for cultivating high-level applied public health professionals. However, challenges in achieving this integration have persisted in the training of public health graduate students. By aligning academic education with post-graduation training, establishing a comprehensive network of practice bases, innovating mechanisms for professional practice, enhancing the dual mentor system, and strengthening collaborative construction of teaching resources and curriculum between universities and localities, it is possible to effectively address the difficulties and challenges faced in the training of public health graduate students.

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专业学位研究生具有兼具职业性和学术性的特点,“产教融合”是实现职业性培养高层次应用型公共卫生人才的重要手段和有效途径。然而,在公共卫生研究生培养中一直存在产教融合难融的问题。通过并轨学历教育与毕业后教育、构建完善的基地网络、创新专业实践工作机制、加强双导师制度以及加强校地共建研究生教学资源和课程教学等措施,能够有效改善公共卫生专业研究生培养中的困境和难题。

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王新,E-mail:
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夏静(1992—),女,硕士,助理研究员,研究方向:公共卫生,研究生教育

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应用型公共卫生硕士研究生“产教融合”培养的探索
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夏静 1 , 黄云 2 , 邓宏亚 2 , 朱冀平 2 , 孙鑫 1 , 王新 1
现代预防医学 | 人才培养 2025,52(9): 1724-1728
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现代预防医学 | 人才培养 2025, 52(9): 1724-1728
应用型公共卫生硕士研究生“产教融合”培养的探索
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夏静1, 黄云2, 邓宏亚2, 朱冀平2, 孙鑫1, 王新1
作者信息
  • 1.四川大学华西公共卫生学院/华西第四医院,四川 成都 610000
  • 2.四川大学研究生院
  • 夏静(1992—),女,硕士,助理研究员,研究方向:公共卫生,研究生教育

通讯作者:

王新,E-mail:
Exploration of “integration of industry and education” in the training of applied public health master’s students
Jing XIA1, Yun HUANG2, Hong-ya DENG2, Ji-ping ZHU2, Xin SUN1, Xin WANG1
Affiliations
  • West China School of Public Health, West China Fourth Hospital, Sichuan University, Chengdu, Sichuan 610000, China
出版时间: 2025-05-10 doi: 10.20043/j.cnki.MPM.202411082
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专业学位研究生具有兼具职业性和学术性的特点,“产教融合”是实现职业性培养高层次应用型公共卫生人才的重要手段和有效途径。然而,在公共卫生研究生培养中一直存在产教融合难融的问题。通过并轨学历教育与毕业后教育、构建完善的基地网络、创新专业实践工作机制、加强双导师制度以及加强校地共建研究生教学资源和课程教学等措施,能够有效改善公共卫生专业研究生培养中的困境和难题。

产教融合  /  公共卫生  /  研究生教育

Professional degree graduates possess characteristics that combine both vocational and academic elements. The integration of industry and education is an important method and effective approach for cultivating high-level applied public health professionals. However, challenges in achieving this integration have persisted in the training of public health graduate students. By aligning academic education with post-graduation training, establishing a comprehensive network of practice bases, innovating mechanisms for professional practice, enhancing the dual mentor system, and strengthening collaborative construction of teaching resources and curriculum between universities and localities, it is possible to effectively address the difficulties and challenges faced in the training of public health graduate students.

Integration of industry and education  /  Public health  /  Graduate education
夏静, 黄云, 邓宏亚, 朱冀平, 孙鑫, 王新. 应用型公共卫生硕士研究生“产教融合”培养的探索. 现代预防医学, 2025 , 52 (9) : 1724 -1728 . DOI: 10.20043/j.cnki.MPM.202411082
Jing XIA, Yun HUANG, Hong-ya DENG, Ji-ping ZHU, Xin SUN, Xin WANG. Exploration of “integration of industry and education” in the training of applied public health master’s students[J]. Modern Preventive Medicine, 2025 , 52 (9) : 1724 -1728 . DOI: 10.20043/j.cnki.MPM.202411082
国务院学位委员会关于转发《公共卫生硕士专业学位指导性培养方案中》指出,公共卫生专业学位研究生在护卫人民生命健康工作中扮演着关键的角色,有力支撑了我国公共卫生事业的发展。但是,新冠疫情的暴发暴露出我国应对重大突发公共卫生事件方面实践应用能力不足的问题,亟须探索我国公共卫生人才培养新模式[1]。2020年《关于加快新时代研究生教育改革发展的意见》(简称意见)中提出,要深化研究生培养体制机制改革,强化“产教融合”育人机制,加强专业学位研究生实践创新能力培养,大力推进专业学位与职业资格的有机衔接。但在公共卫生专业学位研究生产教融合培养工作中面临着如专业实践的实效性不够、专业学位的专业性不明显等问题,一项涵盖全国14个省、200余所高校的专业学位硕士研究生的纵向研究显示,产教融合培养专业学位研究生的广度和深度逐年提高,但仍处于较低水平,分别为65%和40%[2-4]
对此,本单位以问题为导向积极探索,通过完善制度体系、健全基础保障、创新实践模式、打通毕业后教育等措施,不断推进深化产教融合,提高公共卫生专业学位人才培养质量。
产教融合萌发于我国职业教育的半工半读,成型于工学结合人才培养模式[5]。经历了教育与生产劳动相结合-产教结合-产教融合三个阶段,使产教融合主体由单一走向协同,形式由单一变得多样[6]。期间随着卓越工程师教育培养计划的实施,使得产教融合从职业教育中发展到本科教育和研究生教育。目前对产教融合的内涵尚未做出统一的解释,不同学者所站的角度不同,看待的层次不同,对其的解释也就不同。狭义上产教融合被认为是知识和技术在教育机构和产业机构中进行整合和交换[7]。从广义上讲,Michael和Shanthi认为产教融合的主体应该设计多方利益体,比如高校、企业、政府和行业组织等,所交换的要素包含信息、资源、制度等要素[8]。也有学者认为产教融合是服务于国家经济发展需要,通过多方合作培养高技能人才的一种教育模式[9]
产教融合也发展到了共卫生领域中,《专业学位研究生教育发展方案(2020-2025)》(简称方案)提出,我国应健全产教融合培养机制,建成灵活规范、产教融合、优质高效、符合规律的专业学位研究生教育体系。从产教融合的发展及不同学者对其的阐述,结合我国实践,公共卫生教育中产教融合是以健康中国为目标,在多方利益共同体合作协同配合下,通过资源流通与融合,培养出服务国家公共卫生体系建设和人类卫生健康共同体建设,应用型公共卫生人才[10]。多方利益共同体是在政府领导下,教育端与产业端具体实施,双导师与研究生共同参与。其中“教育端”通常是指高校,“产业端”是公共卫生行业用人单位,最常见于疾病预防控制中心、卫生监督所、医疗卫生机构、海关、研究所等,随着社会发展,产业端逐渐向健康相关产业及企业扩展。产教融合中的教育端与产业端性质不同,追求各异,教育端强调公平与正义,产业端多强调利益与效率,使得双方之间存在天然的壁垒难以相融,造成培养过程中的诸多问题。产教融合要打破壁垒,就必须找到能够同时满足双方需求、可以用于流通和融合的“资源”,例如人力资源、科研资源、平台资源等。
英美等国外院校公共卫生人才培养以形成共识的核心能力体系或胜任力模型为目标导向,所有在职的教师必须满足一些基本条件才能进行课程教授,如拥有3~5年的专业执教或实践经验等。而兼职教师来自政府部门工作人员或长期从事应急实践的专家。学校对实践的规定要求实际参与到公共卫生现场处置的时间集中在100~200 h不等,实践场所可以包含世界卫生组织、医疗卫生机构、无国界医生组织等,支持鼓励跨境开展。考核方式主要为撰写的项目执行报告、方案、指南等,或研发的模型、工具等[11-14]。与国内比较而言,国外院校在培养公共卫生人才专业实践能力时对于实践的量化以小时为单位,灵活性更强,不需要长时间脱离学校及导师;场所区别于国内以疾控中心为主,更加偏向国际化的世界卫生组织等,最终产出更聚焦能力转化及应用型成果产出。
《意见》和《方案》均将“推进专业学位与职业资格的有机衔接”纳入专业学位研究生培养的重要目标和任务进行高位推进,但是公共卫生专业学位研究生在学期间获得报考“公共卫生执业医师”时存在困境。与之相比,临床医学专业学位研究生在“四证合一”的培养模式下,可以在完成研究生阶段学习并取得硕士毕业证和学位证,同时可报考临床执业医师考试,并经过住院医师规范化培训后获得规范化培训合格证。而国内绝大部分高校无法为公共卫生专业的研究生提供报考公共卫生执业医师的资格,与就业单位的招聘条件存在不一致,导致毕业生和就业单位无法有效对接[15]。同时,公共卫生医师规范化培训却相对滞后。尽管一些地区如北京、浙江、上海等在公卫医师规培上进行了初步探索,但直到2018年我国才正式启动公卫医师规培试点,且目前尚缺乏成熟的规培工作指导性工作方案。
产教融合研究生联合培养基地建设同质化。高层次应用型公共卫生专业学位研究生培养要注重职业性和应用性。《意见》指出,要大力开展研究生联合培养基地建设,着力提升研究生的实践创新能力。公共卫生作为医学专业具有独特的专业性,国内多家高校在产教融合基地建设过程中过度依赖疾病预防控制中心、医院和卫生监督机构等公共卫生机构,尽管这些机构与公共卫生专业完全对口,上手速度快,理论知识应用充分,但也不可避免地出现了结构单一、缺乏特色和视野受限的问题[16-17]
“双导师”研究生联合培养机制落实不到位。一项针对我国开展公共卫生专业研究生培养的研究显示,高达71.78%的研究生是单一导师制度,这表明公共卫生硕士缺乏产业导师或产业导师没有有效地履行职责[18]。实践基地建设和校内外导师合作指导还停留在“形式融合”的阶段,其中医学类专业校内外导师深度合作的比例仅为31%[19]。校内导师缺乏行业实践经验,而产业导师虽有丰富的实践经验,但缺乏研究生培养和带教经验,如何将二者真正地形成“对子”发挥指导研究生的“协同作用”是一项重大难题。
多方需求难实现,实践流于形式。根据教育部《关于做好全日制硕士专业学位研究生培养工作的若干意见》(教研〔2009〕1号)指出,专业实践是重要的教学环节,充分的、高质量的专业实践是专业学位教育质量的重要保证,要求专业学位研究生在学期间,必须保证不少于半年的实践教学工作。研究生专业实践灵活性较高,不具备本科实习的节律性,很难长期规律参与到产教基地业务中,对基地带教造成困难。同时,研究生在学习过程中承担着繁重的科研任务,专业实践与校内科研工作完全脱钩,给学生的全过程培养工作带来了很大压力。此外,由于公共卫生专业研究生半年“失联”的情况,使得部分研究生导师倾向于仅招收科学型研究生的困境。产业基地、校内导师及研究生三方需求很难达到一个平衡点,造成实践流于形式。
产业端角色缺失,课程体系及教学资源缺少实践性。公共卫生专业研究生培养过程中,合理的课程设置可以帮助研究生从实践性的角度学习,掌握实际技能并解决实际问题。然而,目前国内专业学位培养的“双导师”制度强调产业导师在校外的实践发挥引领作用,较少参与到校内教学中。在公共卫生专业研究生课程体系建设方面,就存在课程结构不合理、内容缺乏应用性、教学方法单一以及学分偏多等问题,无法充分培养学生的实践能力和解决问题的能力[20-21]。中国专业学位案例中心收录的近5 000个案例,公共卫生专业的案例屈指可数,仅12个,公共卫生案例库的建设无疑存在全面性和典型性问题[22]
有效的评价机制能够反向约束促进专业学位研究生实践的落实,相较于国外对专业实践成果产出和能力转化的聚焦,虽然我国院校均要求不少于6个月的专业实践,但大部分考核方式主要仅仅是提交一份实践报告,对实践过程和具体成果等无特定要求,总体考评较为宽松,评价效力不强,学校较难掌握学生实践的具体情况[16]。仅南京医科大学、华中科技大学和复旦大学强调学生要在不同性质实践科室轮转,并且要通过轮转科室的考核。
产教融合体系可包含产教融合目标,产教融合制度管理、产教融合基本保障、产教融合实践内容、产教融合结果评价等基本要素,要素之间相互联系协同作用,共同保障公共卫生产教融合不断深化扩展。
为了全面规范公共卫生专业学位研究生专业实践工作,先后印发《专业学位研究生专业实践管理实施细则》《产教融合研究生联合培养基地建设与管理实施细则》《公共卫生专业学位产业导师选聘实施细则》系列文件,对专硕研究生外出参与实践、产教基地的选拔与建设、产业导师的选聘及管理等做出了明确详尽的规定,建立健全了制度体系。此外,根据产教基地性质不同及合作内容不同,额外签署补充协议,如《研究生“平战结合”联合培养协议》等,在基础建设上做出特色与亮点。
在“医防融合”的背景下,公共卫生的专业内涵也逐步发展为以全生命周期的疾病预防控制为核心,以探究引起和影响疾病的自然社会因素为特点,同时还关注生物遗传代谢、国家政策措施和个体行为习惯等方面。因此对研究生的知识背景和实践范围也提出了新的要求。在产教融合研究生联合培养基地建设过程中坚持以“协同合作、资源共享、互惠互利、共同发展”的原则,建立涵盖地方政府部门、医疗卫生机构、企事业单位和军队单位的横跨省市基层,兼顾决策部署和一线实践的联合培养基地30家,充分满足不同专业公共卫生硕士研究生的专业实践和就业需求。同时,推进与各单位进行友好合作,建立以培养高水平公共卫生人才为目标的学术团体,汇集各方面资源和力量,全方位推进实战型公共卫生人才的高质量培养工作。
导师作为研究生教育的具体实施者,直接影响着研究生的教学培养质量。《意见》指出鼓励各地各培养单位设立“产业(行业)导师”,加强专业学位研究生双导师队伍建设,校内导师负责研究生在校期间的学习、科研和生活等方面;产业导师主要负责公共卫生研究生在校外实践基地期间的工作和学习,双方形成合力,共同推动行业、企业全方位参与人才培养。为了提高校内导师应对突发公共卫生应急处理能力,与产教融合基地常态化举办应急处置联合演练。通过开展预设场景下疫情爆发的现场处置,对研究生导师、专业学位研究生野外生存、问卷设计、流行病调查、采样、疫源消杀、信息汇集和调查报告撰写等方面的能力进行不断夯实锻炼。通过演练,导师可以亲身体验在突发公共卫生事件中应用专业技能和实战经验解决问题的过程,深刻认识到带教研究生的工作必须与实际问题结合,将理论与实践相融合,切实提高专业实践能力。同时,定期举办“研究生导师、产业导师讲课大赛”,以赛促练、以赛促进,增强了研究生导师、产业导师的授课水平和专业素养,同时也为学院和产教融合基地之间、学院导师和产业导师之间、导师和研究生之间搭建了良好的沟通桥梁,为培养出更多高层次应用型公共卫生领军人才提供了坚强支撑。
为了满足校地双方的科研和人才培养需求,找到合作的共同点,以“产教融合”为抓手,创新专业学位研究生“供需对接”专业实践部署工作机制。各个产教融合基地根据基地情况和发展规划,提出科研和技术工作需求,定期举行“供需对接”会议由学院的研究生导师与各个工作需求进行对接,并形成科研合作对子,以“合作项目”的形式推进专业学位研究生开展有组织专业实践和联合培养工作。在此基础上与部分代表性产教融合基地建立了“产教融合开放项目”,将校地合作任务以项目的形式进行部署,并提供经费支持,以支持双方开展以科研合作为基础的研究生联合培养工作,助力培养应用型公共卫生人才。项目制实践内容一方面能满足基地现实工作及业务要求,同时满足导师及学生科研需求,以此为锚定点打破了行业壁垒。
为了减轻学生的课程负担,突出实践能力,改进教学方式,以实践案例教学为重点,将公共卫生专业学位研究生课程体系细分为“必修环节”“基础理论课”“专业技能课”“综合素质课”“实践课程”,降低总体学分要求,并突出实践课程的重要性。在实践课程授课中,要求邀请具有一线工作经验的产业导师参与讲授如传染病突发公共卫生事件的预防与控制、基层公共卫生服务实践等相关内容。同时,积极鼓励校内导师与产业导师共同编写教材和教辅材料,合作开发专业学位的案例库。目前,以教材和教学案例库立项资助的形式建设“产教融合”教材和教学案例库7本,改变传统的“灌输式”授课模式,通过案例教学方式模拟现实场景,与专业理论相结合,提升育人效果。
作为全国唯一一家拥有三级甲等附属医院的公共卫生学院,四川大学华西公共卫生学院为学生提供充足的平台和条件,帮助研究生获得报考“公共卫生执业医师”资格。学院公共卫生专业学位研究生以华西第四医院作为依托单位,按照要求进行相关科室的实习工作后,可依托医院报考公共卫生执业医师。依托省、市、区级疾病预防控制中心的一线专家力量,每年为研究生提供系统性的专业实践技能培训,培训内容包括心肺复苏、防护服穿脱、消毒液选择及配置、采样及消毒等方面,让学生提前掌握职业必备技能。每年培训人数超过1 000人次,每年支持超过120名研究生报考公共卫生医师,考试通过率维持在80%以上,切实融合了学业与职业发展之间的鸿沟。
本单位联合产教融合研究生联合培养基地,设立“专业实践奖学金”,定向奖励在专业实践过程中表现优秀的学生及带教产业导师。专业学位研究生完成不少于6个月专业实践后,提交一份专业实践报告,详细描述实践内容、收获及成果等。经过学院初筛后,剔除实践内容单薄、专业不符合等报告,将其余报告送外审函评挑选出进入终评的报告,进入终评环节的研究生进行现场展示及汇报,由校内及校外导师组成的专家组评选出获奖同学。经过初筛-函评-汇报三个环节,挑选出实践内容扎实、实践成果扎实的代表性学生。
通过构建结构化入学考核、建设产教基地、遴选产业导师、实施供需对接实践部署、开展导师技能培训、共建教学资源等措施,突破专业实践人才培养的瓶颈问题,真正培养出在突发公共卫生事件中具备应对能力的应用型公共卫生人才。这样的努力有助于提高研究生专业实践教学的实效性和质量,使专业实践更好地满足公共卫生领域的人才需求,促进专业实践教学的深度与广度。通过产教融合的方式,实现从教育到实践的紧密衔接,为公共卫生领域培养出具备全面素养和实践能力的专业人才打下坚实基础。
  • 教育部高层次应用型公共卫生人才培养创新项目
  • 四川省学位与研究生教育学会研究课题(2022YB0202)
  • 四川省学位与研究生教育学会研究课题(2023YB0309)
  • 2023年四川大学研究生教育教学改革研究项目(GSSCU2023117)
  • 2023年四川大学研究生教育教学改革研究项目(GSSCU2023124)
  • 2023年四川大学研究生教育教学改革研究项目(GSSCU2023043)
  • 2023年四川大学研究生教育教学改革研究项目(GSSCU2023126)
  • 2024年四川大学研究生教育教学改革研究项目(GSSCU2024110)
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2025年第52卷第9期
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doi: 10.20043/j.cnki.MPM.202411082
  • 接收时间:2024-11-08
  • 首发时间:2026-03-17
  • 出版时间:2025-05-10
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  • 收稿日期:2024-11-08
基金
教育部高层次应用型公共卫生人才培养创新项目
四川省学位与研究生教育学会研究课题(2022YB0202)
四川省学位与研究生教育学会研究课题(2023YB0309)
2023年四川大学研究生教育教学改革研究项目(GSSCU2023117)
2023年四川大学研究生教育教学改革研究项目(GSSCU2023124)
2023年四川大学研究生教育教学改革研究项目(GSSCU2023043)
2023年四川大学研究生教育教学改革研究项目(GSSCU2023126)
2024年四川大学研究生教育教学改革研究项目(GSSCU2024110)
作者信息
    1.四川大学华西公共卫生学院/华西第四医院,四川 成都 610000
    2.四川大学研究生院

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2种不同金属材料的力学参数

Family
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Number of
genus
种数
Number of
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占总种数比例
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种数
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Percentage of total
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鹅膏菌科Amanitaceae 2 11 5.26 鹅膏菌属 Amanita 10 4.78
小菇科 Mycenaceae 2 12 5.74 丝盖伞属 Inocybe 5 2.39
多孔菌科 Polyporaceae 8 14 6.70 蜡蘑属 Laccaria 5 2.39
红菇科 Russulaceae 3 23 11.00 小皮伞属 Marasmius 6 2.87
小菇属 Mycena 11 5.26
光柄菇属 Pluteus 5 2.39
红菇属 Russula 17 8.13
栓菌属 Trametes 5 2.39
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