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Article(id=1241036251625746869, tenantId=1146029695717560320, journalId=1227665162245664772, issueId=1241036242561855785, articleNumber=null, orderNo=null, doi=10.20043/j.cnki.MPM.202504112, pmid=null, cstr=null, oa=null, hot=null, price=null, onlineType=0, articleFormat=0, articleType=null, articleTypeStr=null, receivedDate=1743955200000, receivedDateStr=2025-04-07, revisedDate=null, revisedDateStr=null, acceptedDate=null, acceptedDateStr=null, onlineDate=1773815699725, onlineDateStr=2026-03-18, pubDate=1756051200000, pubDateStr=2025-08-25, doiRegisterDate=null, doiRegisterDateStr=null, onlineIssueDate=1773815699725, onlineIssueDateStr=2026-03-18, onlineJustAcceptDate=null, onlineJustAcceptDateStr=null, onlineFirstDate=null, onlineFirstDateStr=null, sourceXml=null, magXml=null, createTime=1773815699725, creator=13701087609, updateTime=1773815699725, updator=13701087609, issue=Issue{id=1241036242561855785, tenantId=1146029695717560320, journalId=1227665162245664772, year='2025', volume='52', issue='16', pageStart='2881', pageEnd='3072', issueExtLink='null', onlineDate='null', pubDate='null', beforeIssueId=null, nextIssueId=null, price=null, status=1, issueComplete=1, articleOrder=1, issueType=-1, specialIssue=null, createTime=1773815697565, creator=13701087609, updateTime=1773840190562, updator=13701087609, preIssue=null, nextIssue=null, ext={EN=IssueExt(id=1241138973712634304, tenantId=1146029695717560320, journalId=1227665162245664772, issueId=1241036242561855785, language=EN, specialIssueTitle=, coverIllustrator=null, specialIssueEditor=, specialIssueAbout=), CN=IssueExt(id=1241138973712634305, tenantId=1146029695717560320, journalId=1227665162245664772, issueId=1241036242561855785, language=CN, specialIssueTitle=, coverIllustrator=null, specialIssueEditor=, specialIssueAbout=)}, issueFiles=null}, startPage=3067, endPage=3072, ext={EN=ArticleExt(id=1241036253966168534, articleId=1241036251625746869, tenantId=1146029695717560320, journalId=1227665162245664772, language=EN, title=Study on the promotion path of the core competence of the doctor of public health, China, columnId=1240375111455404044, journalTitle=Modern Preventive Medicine, columnName=Talent Development, runingTitle=null, highlight=null, articleAbstract=
Objective

To study the core competence of the doctor of public health in China and provide theoretical references for standardizing the training system and optimizing the training path of the doctor of public health.

Methods

Literature research was used to analyze the connotation, characteristics and promotion path of the core competence of the doctor of public health in China.

Results

The core competence of the doctor of public health in China includes four dimensions: attitude, knowledge, skill and accomplishment. The core competence of the doctor of public health has 8 characteristics: systematism, integration, value, pluralism, dynamics, heterogeneity, research and application. The measures to improve the core competence of the doctor of public health are formed from three levels: the national macro system, the middle mode of colleges or universities, and the individual micro path of students.

Conclusion

The measures to train highly qualified doctor of public health and improve the core competence of the doctor of public health should be implemented. It provides reference for the selection, training and assessment of the public health doctor in a scientific way.

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目的

研究我国公共卫生博士核心能力，为国家规范公共卫生专业博士培养，优化公共卫生博士培养路径提供理论参考。

方法

应用文献研究法分析我国公共卫生博士的内涵、特征和核心能力提升路径。

结果

我国公共卫生博士核心能力的内涵包含态度、知识、技能和素养等4个维度，其核心能力具有系统性、整合性、价值性、多元性、动态性、异质性、研究性和应用性等8项特征，从国家宏观体系、院校中观模式和学生个体微观路径等3个层级形成核心能力的提升举措。

结论

我国应培养高素质公共卫生博士，形成公共卫生博士核心能力的提升举措，为我国制定科学化的公共卫生博士人才遴选、培养及考核方案提供参考。

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赵莉，E-mail：
, copyrightStatement=本刊刊出的所有文章不代表中华预防医学会和本刊编委会的观点，除非特别声明。, copyrightOwner=中华预防医学会和四川大学华西公共卫生学院, extLink=null, articleAbsUrl=null, sourceXml=zkha1guseYWcVbTToLlsZw==, magXml=L0X4xb4idIwB0djWnULPaQ==, pdfUrl=null, pdf=8/HqQZhdyEZieaKthjowVA==, pdfFileSize=751793, pdfExtLink=null, richHtmlUrl=null, mobilePdfUrl=null, reviewReport=null, pdfFirstPage=null, abstractGraph=IpMBNKV+8FpU8PJrRnD1xA==, abstractGraphContent=null, abstractVideo=null, citation=null, cebUrl=null, magXmlContent=0NHORXO6qo3e7HuASiFUHw==, mapNumber=null, authorCompany=null, fund=null, authors=

黄倩（1979—），女，博士，副教授，研究方向：医学高等教育、大学生思想政治教育、劳动卫生与环境卫生学

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黄倩（1979—），女，博士，副教授，研究方向：医学高等教育、大学生思想政治教育、劳动卫生与环境卫生学

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黄倩（1979—），女，博士，副教授，研究方向：医学高等教育、大学生思想政治教育、劳动卫生与环境卫生学

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Characteristics of the core competence of the doctor of public health

, figureFileSmall=null, figureFileBig=null, tableContent=
条目特点描述
系统性首要特征DrPH核心能力的4个组成部分之间是一个有机组成，其逻辑关系为：DrPH秉承专业精神的态度，通过学习公共卫生系列基本知识，获取实践能力、科研能力、学习能力和领导能力等技能，培养专业素养。
整合性基础特征DrPH核心能力是在实践中不断优化整合形成的，是经过有目的、有意识、有目标的进行整合、叠加、筛选磨炼出来的“能力中的精品”。
价值性必要特征DrPH核心能力使DrPH能担任公共卫生领域领导者的重要角色，同其他公共卫生从业人员能力相比较，显著提升我国公共卫生服务体系和公共卫生治理体系的质量。
多元性基本特征基于人的全面发展理论和人才学理论，DrPH核心能力的4个组成部分含有7个维度，每个维度又包含了多个要素。
动态性重要特征DrPH核心能力需要动态的积累、沉淀和更新，才能不断完善、创新和发展，保持竞争优势的持续性。
异质性独具特征DrPH核心能力是自身内部资源、技能、知识的整合能力，是在特殊实践基础上形成的，难以被复制和照搬。
研究性显著特征DrPH核心能力的组成之一是科研能力，作为从事公共卫生领域的高级研究者，这显著区别于其他公共卫生从业人员。
应用性关键特征DrPH核心能力的组成之一是实践能力，能够应用公共卫生专业技能解决公共卫生领域的实际问题。
), ArticleFig(id=1241057511936159800, tenantId=1146029695717560320, journalId=1227665162245664772, articleId=1241036251625746869, language=CN, label=表1, caption=

公共卫生博士核心能力的特征

, figureFileSmall=null, figureFileBig=null, tableContent=
条目特点描述
系统性首要特征DrPH核心能力的4个组成部分之间是一个有机组成，其逻辑关系为：DrPH秉承专业精神的态度，通过学习公共卫生系列基本知识，获取实践能力、科研能力、学习能力和领导能力等技能，培养专业素养。
整合性基础特征DrPH核心能力是在实践中不断优化整合形成的，是经过有目的、有意识、有目标的进行整合、叠加、筛选磨炼出来的“能力中的精品”。
价值性必要特征DrPH核心能力使DrPH能担任公共卫生领域领导者的重要角色，同其他公共卫生从业人员能力相比较，显著提升我国公共卫生服务体系和公共卫生治理体系的质量。
多元性基本特征基于人的全面发展理论和人才学理论，DrPH核心能力的4个组成部分含有7个维度，每个维度又包含了多个要素。
动态性重要特征DrPH核心能力需要动态的积累、沉淀和更新，才能不断完善、创新和发展，保持竞争优势的持续性。
异质性独具特征DrPH核心能力是自身内部资源、技能、知识的整合能力，是在特殊实践基础上形成的，难以被复制和照搬。
研究性显著特征DrPH核心能力的组成之一是科研能力，作为从事公共卫生领域的高级研究者，这显著区别于其他公共卫生从业人员。
应用性关键特征DrPH核心能力的组成之一是实践能力，能够应用公共卫生专业技能解决公共卫生领域的实际问题。
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我国公共卫生博士核心能力的提升路径思考
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黄倩 1, 2 , 王新 1 , 黄思琦 1 , 边雅豪 1 , 赵莉 1, 2 , 潘杰 1, 2
现代预防医学 | 人才培养 2025,52(16): 3067-3072
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现代预防医学 | 人才培养 2025, 52(16): 3067-3072
我国公共卫生博士核心能力的提升路径思考
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黄倩1, 2, 王新1, 黄思琦1, 边雅豪1, 赵莉1, 2 , 潘杰1, 2
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 610041
  • 2.四川大学华西公共卫生学院/华西第四医院健康新质生产力研究所

    • 黄倩（1979—），女，博士，副教授，研究方向：医学高等教育、大学生思想政治教育、劳动卫生与环境卫生学

通讯作者:

赵莉，E-mail：
Study on the promotion path of the core competence of the doctor of public health, China
Qian HUANG1, 2, Xin WANG1, Si-qi HUANG1, Ya-hao BIAN1, Li ZHAO1, 2 , Jie PAN1, 2
Affiliations
  • West China School of Public Health and West China Fourth Hospital, Institute for Advancing Quality and Productivity in Healthcare, Sichuan University, Chengdu, Sichuan 610041, China
出版时间: 2025-08-25 doi: 10.20043/j.cnki.MPM.202504112
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摘要
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目的

研究我国公共卫生博士核心能力，为国家规范公共卫生专业博士培养，优化公共卫生博士培养路径提供理论参考。

方法

应用文献研究法分析我国公共卫生博士的内涵、特征和核心能力提升路径。

结果

我国公共卫生博士核心能力的内涵包含态度、知识、技能和素养等4个维度，其核心能力具有系统性、整合性、价值性、多元性、动态性、异质性、研究性和应用性等8项特征，从国家宏观体系、院校中观模式和学生个体微观路径等3个层级形成核心能力的提升举措。

结论

我国应培养高素质公共卫生博士，形成公共卫生博士核心能力的提升举措，为我国制定科学化的公共卫生博士人才遴选、培养及考核方案提供参考。

中国  /  公共卫生博士  /  核心能力  /  公共卫生教育  /  人才培养
Objective

To study the core competence of the doctor of public health in China and provide theoretical references for standardizing the training system and optimizing the training path of the doctor of public health.

Methods

Literature research was used to analyze the connotation, characteristics and promotion path of the core competence of the doctor of public health in China.

Results

The core competence of the doctor of public health in China includes four dimensions: attitude, knowledge, skill and accomplishment. The core competence of the doctor of public health has 8 characteristics: systematism, integration, value, pluralism, dynamics, heterogeneity, research and application. The measures to improve the core competence of the doctor of public health are formed from three levels: the national macro system, the middle mode of colleges or universities, and the individual micro path of students.

Conclusion

The measures to train highly qualified doctor of public health and improve the core competence of the doctor of public health should be implemented. It provides reference for the selection, training and assessment of the public health doctor in a scientific way.

China  /  Doctor of public health  /  Core competences  /  Public health education  /  Talent cultivation
黄倩, 王新, 黄思琦, 边雅豪, 赵莉, 潘杰. 我国公共卫生博士核心能力的提升路径思考. 现代预防医学, 2025 , 52 (16) : 3067 -3072 . DOI: 10.20043/j.cnki.MPM.202504112
Qian HUANG, Xin WANG, Si-qi HUANG, Ya-hao BIAN, Li ZHAO, Jie PAN. Study on the promotion path of the core competence of the doctor of public health, China[J]. Modern Preventive Medicine, 2025 , 52 (16) : 3067 -3072 . DOI: 10.20043/j.cnki.MPM.202504112
正文
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公共卫生博士（Doctor of Public Health，DrPH）作为我国高层次应用型公共卫生人才的核心构成部分，旨在培养公共卫生领域的高层次领导人才[1-5]。我国亟需培养高素质DrPH，从人才战略视角促进公共卫生服务体系和公共卫生治理体系的建设发展。我国2021年开始试点招收DrPH，尚处于起步阶段。目前，国内外部分文献[6-27]就DrPH的发展历史、研究现状、研究意义、基本要求、培养方式、典型案例等进行了相关报道，部分文献报道了我国博士研究生的创新能力、实践能力和科研素养与能力[28-33]。但对于我国DrPH核心能力的内涵尚缺乏明确界定，对其特征也欠缺研究描述，对其提升举措也尚未从国家层级宏观体系、院校层级中观模式和学生层级微观路径3个层级进行系统梳理。本研究通过厘清DrPH核心能力的内涵、特征及提升举措，可为我国制定科学化、合理化的DrPH人才遴选、培养及考核方案提供参考。
1　能力和核心能力
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“能力”的英文是“competence/competency”。1973 年，哈佛大学教授戴维·麦克利兰（David·C·McClelland）提出“能力”的概念：与工作或工作绩效或生活中其他重要成果直接相似或相联系的知识、技能、能力、特质或动机[12,34]。
“核心能力”译自英语“core competence”或“core competency”，而我国现有词典中还没有“核心能力”的解释[12]。1990 年，美国学者C.K.普拉哈拉德（C.K.Prahalad）和英国学者G.哈默（G.Hamel）首次提出“核心能力”的概念，他们认为核心能力是组织中的积累性学识，是组织内部经过整合了的知识结构和技能，是将特定的知识、技能、理念和价值观应用于特定环境下所需的绩效标准的能力[12，35]。此后，不同学者和机构对核心能力的概念亦有着不同见解，但多数报道都指出核心能力的内涵包含态度、知识、技能、能力、素养等要素[36-40]。2013 年，泛美卫生组织（Pan American Health Organization，PAHO）对公共卫生人员的核心能力进行了定义：公共卫生人员的核心能力是指实践公共卫生所必需的基本知识、技能和态度[12，41]。
2　公共卫生博士核心能力的内涵和特征
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2.1　公共卫生博士核心能力的内涵
目前，未查见关于我国DrPH核心能力内涵的文献。本研究根据国内外文献关于“核心能力”的定义，结合我国实际，对DrPH核心能力的内涵如下：公共卫生博士在培养过程中可评估、可开发的持续有效服务于公共卫生治理体系和服务体系需求的重要个性特征集合，包括态度、知识、技能和素养。态度和素养是其基础构成部分，知识是其关键构成部分，技能是其主体构成部分，知识和技能容易后天训练、开发和测量。根据定义，结合研究者在前期研究中构建的DrPH核心能力评价指标体系，该指标体系含7项1级指标，分别为专业精神、专业素养、基本知识领导能力、学习能力、科研能力、实践能力[3]。本研究将以上7项1级指标中的专业精神、专业素养、基本知识分别对应为态度、素养、知识、技能（包括实践能力、科研能力、学习能力和领导能力）4项1级指标归纳为技能，形成DrPH核心能力“态度-知识-技能-素养”（Attitude-Knowledge-Skills-Accomplishment，简称AKSA）构成框架。（见图1）
2.2　公共卫生博士核心能力的特征
国内外学者对核心能力的特征或特性的认识并未完全达成一致，部分研究[35，42-46]认为核心能力“难以复制、难以超越”；有研究[47]认为企业的核心能力具有“异质性、动态性、延展性、价值性、路径依赖性、难以模仿性”等特征；有报道[48]指出核心能力具有“价值性、不可模仿与替代性、整合性、长期性”特征；也有研究[49]认为企业核心能力“优于竞争者，可以从工作中学习获得，强化，为竞争者很难模仿”，还有研究[50]认为核心能力具有“有价值、难以模仿、不可复制和稀缺性”。目前，未查见关于我国DrPH核心能力特征的文献报道。本研究综合前述文献研究内容，结合本研究前期关于我国DrPH核心能力评价指标体系的研究[3]，归纳DrPH核心能力具有系统性、整合性、价值性、多元性、动态性、异质性、研究性和应用性等8项特征。（见表1）
3　公共卫生博士核心能力的提升举措
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公共卫生博士核心能力的提升系统是国家、院校和学生协同的教育生态系统，从国家生态系统层级的宏观体系、院校培养层级的中观模式和学生个体层级的微观路径，三个层级协同形成DrPH核心能力提升对策的合力。结合DrPH核心能力AKSA构成框架，可从专业精神，基本知识，实践能力、科研能力、学习能力和领导能力等技能，专业素养等4个维度形成提升策略。
3.1　DrPH专业精神的提升策略
院校可从以下5个方面开展培养：①开设学术道德与学术规范类、公共卫生人文教育类、学术诚信类等必修课程。②开展职业发展教育和人文素养教育活动。③秉承课程思政理念，在DrPH的课程中贯通专业精神培养。④协同校外公共卫生机构、医疗卫生机构、地方政府联合开展医防协同公益服务活动。⑤在DrPH奖评系中设置专业精神的奖评维度。
3.2　DrPH基本知识的提升策略
院校培养学生掌握公共卫生与预防医学基础学科知识和专业学科知识，与公共卫生相关的基础医学理论知识、临床知识和交叉学科知识，形成系统的知识体系[41]。
3.3　DrPH科研、实践、学习和领导能力
3.3.1　DrPH科研能力的提升策略
一是院校培养层级的中观模式。①开设核心课程并构建课程模块[51]。②开设研究方法和统计方法的研究进展、标书撰写、基金申报等科研思维训练讲座，开设卫生法律法规和政策制定、国际国内公共卫生热点解析等科研实践专题讲座。③开设小组会议课程和证书课程。④设置专题讲授、案例教学、虚拟仿真教学、研讨型教学、小组课题研讨会等多种方式。⑤案例研究评论、发表文章、在线测验、个人和小组陈述、笔试、报告和论文综述等多样化考核。二是学生个体层级的微观路径。①主研/参研科研项目。②参与撰写学术性论文/标书/教材。③参与学术会议/专题汇报等学术交流活动。
3.3.2　DrPH实践能力的提升策略
一是国家生态系统层级的宏观体系。①探索“政府引导、院校主导、公共卫生教育学会督导、公共卫生相关领域参与指导”的公共卫生人才教育体系[4]。②探索“教育部和国家卫生健康委指导、公共卫生教育机构和研究机构支持、公共卫生教育学会主导、公共卫生相关领域参与”的教育认证模式[4]。③可探索开展“DrPH+”等多元化学位模式。④建立“政府引导—高校组织—卫生机构支持—个人志愿参加”的高等公共卫生教育联合网；政府可招募DrPH加入应急人才库，委托各卫生机构开展培训和演练。⑤国家构建高校、学生、社会领域的大数据信息系统，强化DrPH专业与职业的有效衔接[26]。⑥国家应加大对DrPH实践基地的建设投入，制定同质化的基准性质量审核标准和培养参照。⑦设置DrPH人才专项资助计划，用于国际访问交流和实习见习；设置DrPH专项奖励基金，用于奖励研究解决了实际公共卫生问题的DrPH[26]。
二是院校培养层级的中观模式。①院校和疾病预防控制中心形成协同育人机制，开展战略合作；设置DrPH到国际及国内卫生行政机构见习实习研修，建立海外实践基地，制定国际交流实习研修计划。②采用多导师制的导师小组负责制，形成院校理论导师、实习基地实践导师、卫生行政机构决策导师的“三导师”队伍[26]。③在疾病预防控制中心、卫生执法监督机构、社区卫生服务中心、医疗机构、卫生健康委员会等卫生行政部门、公共卫生相关学会、国际卫生相关组织等设立基地[26]。④实践教学从传统的授课形式逐渐向学术前沿交流、现实案例分析与专业技能学习发展。⑤将研讨、讲座、实习考察等方式纳入到实践课程[26]；在第一学年开展和第二学年开展国际公共卫生领域研讨会，支持学生制定项目提案规划。⑥实践教学基地参照实习教育、专题讲座、文献交流、专题实践、工作实践、实践报告等六个实践模块设计实践教学内容；鼓励学生参与一个或多个公共卫生组织的项目。⑦项目规划、需求评估、实施与评估、政策分析、数据分析、研究设计等多形式实践实习。⑧校内外人员参加实践教学过程督导。⑨定期开展调查以进行评估，强化就业及需求调研。⑩可设置专项社会奖学金和科研专项经费。
三是学生个体层级的微观路径。①参与专业相关实践（如健康管理、健康需求评估、流行病学调查、政策方案制定等）。②参与公共卫生事件的应急处置工作。③学习健康大数据等现代信息技术。
3.3.3　DrPH学习能力的提升策略
学生个体层级的微观路径如下：①树立明确的学习目标/职业追求。如围绕个人知识技能储备、撰写并发表论文数量、课题申报质效、参与学术会议论坛等梳理并制定自我的总体学习目标和阶段学习目标。②对学习或职业生涯有明确的规划。如主动获取解决公共卫生领域问题的新方法和新路径，通过撰写评述类文章和编辑交流类文章以识别全球公共卫生趋势，参加校友论坛，同行学习交流，参加个人职业规划类讲座。
3.3.4　DrPH领导能力的提升策略
一是院校培养层级的中观模式。①开设3~5个领导力必修课程。②开设DrPH领导能力提升专项计划，开展个性化辅导。③试点开展DrPH领导力培养和知识转化为行动（Doctoral Engagement in Leadership and Translation for Action，DELTA）学习项目。④在奖评体系中设置领导能力维度。二是学生个体层级的微观路径。①参加助理/秘书类工作。②组织策划党团/社团活动。③担任项目（如竞赛、社会调查、学术项目等）负责人。
3.4　DrPH专业素养的提升策略
3.4.1　院校培养层级的中观模式
①开设人文教育必修课程和选修课程。②结合现实公共卫生问题，设计教育内容与教育情境的深度学习[4]。③在奖评体系中设置专业素养维度。
3.4.2　学生个体层级的微观路径
①学习公共卫生相关法律法规。②参加提升人文素养的志愿服务活动。③参与伦理学的学习培训。
4　结语
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随着时代的发展，DrPH核心能力的内涵和外延也在不断发生着变化，我国需要不断探索对DrPH核心能力的研究，形成符合我国国情的DrPH核心能力提升举措，以DrPH核心能力提升为引擎，驱动我国高层次应用型公共卫生人才培养和高水平公共卫生学院建设。
基金
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  • 2024-2026年四川省高等教育人才培养质量和教学改革项目(JG2024-0014)
  • 2022年度四川省科技计划项目(2022JDR0315)
  • 2024年四川大学华西公共卫生学院/华西第四医院健康新质生产力研究所课题(HN240405A)
文献
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2025年第52卷第16期
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doi: 10.20043/j.cnki.MPM.202504112
  • 接收时间：2025-04-07
  • 首发时间：2026-03-18
  • 出版时间：2025-08-25
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  • 收稿日期：2025-04-07
基金
2024-2026年四川省高等教育人才培养质量和教学改革项目(JG2024-0014)
2022年度四川省科技计划项目(2022JDR0315)
2024年四川大学华西公共卫生学院/华西第四医院健康新质生产力研究所课题(HN240405A)
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 610041
    2.四川大学华西公共卫生学院/华西第四医院健康新质生产力研究所

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2种不同金属材料的力学参数
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Family		 属数
Number of
genus		 种数
Number of
species		 占总种数比例
Percentage of
total species (%)		 属
Genus		 种数
Number of
species		 占总种数比例
Percentage of total
species (%)
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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