| Objective:To investigate the current situation of medical education resource allocation in a province, and to analyze its problem and influence on economic development, population health, and health serviceMethods:We used self-designed questionaire to investigate the number of teachers and students, the area of campus, the areas of building, and the number of books in library of medical university or college in a province. Descriptive study was used to analyze the allocation of higher medical education and secondary medical education and t test or t'test was used to compare the education resource allocation between these 2 groups, and Kruskal-Wallis H test was used to compared the allocation among undergraduate university, special college, and independent college. Lorenz curve, Gini coefficient, and rank sum ratio method were used to assess the allocation of higher medical education, secondary medical education and the total medical education according to administrative area and economic region, respectively. Economic status, population health, and health service in administrative areas or economic regions were analyzed. The relationship between the allocation of medical education and economic status, population health status or health service was tested by Spearman correlation analyse and rank sum ratio (RSR) method.Results:There were 11396 faculty members in the higher medical universities and colleges in the whole province. The faculty members in the undergraduate universities was more than that in the special colleges and independent colleges, and it was more in the special colleges than that in the independent colleges (P<0.05). There were 8492 full-time teachers in the higher medical universities and colleges in the whole province. The full-time teachers in the undergraduate universities was more than that in the special colleges and independent colleges, and that in the special colleges was more than that in the independent colleges (P <0.05). There were 3936 teachers with senior professional title in the higher medical universities and colleges in the whole province. The teachers with senior professional title in the undergraduate universities was more than that in the special colleges and independent colleges, but there was no significant difference between special colleges and independent colleges (P>0.05). There were 107331 undergraduate students in the higher medical universities and colleges in the whole province. The undergraduate students in the undergraduate universities was more than that in the special colleges and independent colleges, and that in the special colleges was more than that in the independent colleges (P<0.05). The area of the higher medical universities and colleges in the whole province was 8860437 square meters. The area of the undergraduate universities was more than that in the special colleges and independent colleges, but the difference was not statistical significance (P> 0.05). The building area of the higher medical universities and colleges in the whole province was 5187029 square meters. The building area of the undergraduate universities was more than that in the special colleges and independent colleges (P<0.05).The number of library books in the higher medical universities and colleges in the whole province was 8272223 books. The books in the undergraduate universities were more than those in the special colleges and independent colleges, and those in the special colleges were more than those in the independent colleges (P<0.05). There were 3185 faculty members,2134 full-time teachers,719 teachers with senior professional title,67645 students,1497038 square meters areas,830636 square meters building areas, and 1843425 books in libraries in all secondary health schools.In the higher medical universities, the pupil-teacher ratio of the Department of Chemistry and Pharmacology of Zhuhai College of Jilin University was the highest (35.87), and that of Southern Medical University was the lowest (4.96). The pupil-teacher ratio of the undergraduate universities was lower than that of the special colleges and independent colleges (P<0.05). The area per student of Medical College of Shantou University was the most (300.03m2), and that of Medical College of Shaoguan University was the least (16.96m2). The building areas per student of Medical College of Shantou University was the most (105.19m2), and that of the Department of Biology and Medicine of Zhongshan Torch Polytechnic was the least (11.09m2). The building areas per student of the undergraduate universities was higher than that of the special colleges and independent colleges (P<0.05). The number of books per student of Medical College of Shantou University was the most (141.99), and that of Medical College of Jiaying University was the least (31.23). The number of books per student of the undergraduate universities was more than that of the special colleges and independent colleges, but had no significant difference (P>0.05).In the secondary health schools, the pupil-teacher ratio of Guangdong Jiangmen Zhong Yi Yao Schools was the highest(76.09), and that of Dongguan Health School was the lowest(15.15). The area per student of Medical and Healthy College of Qingyuan Polytechnic was the most (161.08m2), and that of Zhuhai Health School was the least (10.15m2). The building areas per student of Chaoshan Zhong Yi Yao Polytechnic was the most (42.86m2), and that of Zengcheng Health Polytechnic was the least (4.71m2). The number of books per student of Dongguan Health School was the most (64.56), and that of Meizhou Health Polytechnic was the least (6.67). According to the basic condition criteria for Chinese higher education institutes, and for the secondary health schools,36.84% of higher medical universities and 34.78% of the secondary health schools was up to standard, both had no statistical significance (P>0.05).According to the allocation per capita of 21 administrative areas, the Gini coefficients of faculty members, full-time teachers, teachers with senior professional title, students, area, building areas, and books in libraries of higher medical universities were 0.80,0.82,0.82,0.78,0.80, 0.83 and 0.80, respectively, suggesting the allocation was severe inequity. According to the allocation per capita of 4 economic regions, the Gini coefficients of these 7 indexes were 0.36,0.35,0.34,0.29,0.30,0.36 and 0.33, respectively, suggesting the allocation was equity. According to the allocation per area of 21 administrative areas, the Gini coefficients of these 7 indexes were 0.90,0.90,0.91,0.87,0.90,0.91 and 0.90, respectively, suggesting the allocation was severe inequity. According to the allocation per area of 4 economic regions, the Gini coefficients of these 7 indexes were 0.56,0.58,0.57,0.57,0.54,0.58 and 0.56, respectively, suggesting the allocation was on the alert level.According to the allocation per capita of 21 administrative areas, the Gini coefficients of faculty members, full-time teachers, teachers with senior professional title, students, area, building areas, and books in libraries of secondary health schools were 0.49,0.48,0.45,0.53,0.49, 0.50 and 0.48, respectively. According to the allocation per capita of 4 economic regions, the Gini coefficients of these 7 indexes were 0.19, 0.20,0.23,0.24,0.26,0.24 and 0.22, respectively. According to the allocation per area of 21 administrative areas, the Gini coefficients of these 7 indexes were 0.49,0.47,0.46,0.48,0.50,0.49 and 0.48, respectively. According to the allocation per area of 4 economic regions, the Gini coefficients of these 7 indexes were 0.20,0.16,0.13,0.18,0.19, 0.17 and 0.22, respectively, suggesting the equity of secondary health education resource allocation was better than that of higher medical education.According to the allocation per capita of 21 administrative areas, the Gini coefficients of faculty members, full-time teachers, teachers with senior professional title, students, area, building areas, and books in libraries of total medical education were 0.68,0.69,0.72,0.58,0.70, 0.73 and 0.68, respectively, suggesting the allocation was severe inequity. According to the allocation per capita of 4 economic regions, the Gini coefficients of these 7 indexes were 0.26,0.26,0.26,0.15,0.21,0.28 and 0.25, respectively, suggesting the allocation was equity. According to the allocation per area of 21 administrative areas, the Gini coefficients of these 7 indexes were 0.76,0.77,0.81,0.64,0.79,0.82 and 0.77, respectively, suggesting the allocation was severe inequity. According to the allocation per area of 4 economic regions, the Gini coefficients of these 7 indexes were 0.49,0.48,0.50,0.36,0.46,0.51 and 0.48, respectively, suggesting the allocation was on the alert level.The results showed Guangzhou was best, the next was Zhanjiang, Zhuhai, Shantou, and the worst was Shanwei according to the medical education allocation of 21 administrative areas by rank sum ratio method; and the Pearl River Delta Region was the best, the next was Western Region and Mountainous Region, and the worst was Eastern Region according to the medical education allocation of 4 economic regions by rank sum ratio method.There were positive relations between faculty members and final consumption expenditure, government consumption, or tertiary industry (r=0.455,0.684,0.543, P＜0.05). There were positive relations between full-time teachers and final consumption expenditure, government consumption, or tertiary industry (r=0.457,0.687,0.546, P<0.05). There were positive relations between teachers with high level title and final consumption expenditure, government consumption, or tertiary industry (r=0.458,0.682,0.545, P＜0.05). There were positive relations between students, areas, building areas, or books in library and final government consumption (r=0.639,0.679,0.695,0.672, P＜0.05). The correlation coefficients (r) between RSR score of medical education resource allocaton per capita and RSR score of economic status per capita, indexes of population health status, and the indexes of health service status were 0.775,0.632 and 0.800 respectively in 4 economic regions.Conclusions:The higher medical education is main form in the medical education of the province.36.84% of higher medical universities and 34.78% of secondary medical schools are up to the standard on the whole. The higher medical education allocation, the secondary medical education, and the total medical education allocation are equitable per capital in economic regions. There is some relation between medical education resource allocation and economic status, population health status, and health service status.
|
PDF Full Text Request