| 摘要 |
[Objectives] To establish a competency assessment framework for medical functional experiment technicians amid digital transformation, pinpoint specific weaknesses, and formulate systematic enhancement measures. [Methods] A mixed-methods approach combining literature review, structured questionnaires, and semi-structured interviews was adopted. A survey was conducted among 39 technicians at the School of Basic Medicine, Hubei University of Medicine. A two-dimensional, six-indicator competency model was constructed and subjected to further analysis. [Results] The scores of traditional experimental competence increased progressively with professional title level, with the senior group scoring significantly higher than the junior group (P<0.05). In terms of digital literacy, however, the intermediate and junior groups performed significantly better than the senior group (P<0.05). The major weaknesses identified included: low proficiency in digital tool application (only 32.3% reported being proficient), weak awareness of data security (61.3% lacked standardized practices), and insufficient innovation in digital teaching (fewer than 25% had participated in blended teaching design). In particular, digital literacy was significantly lower among staff with higher professional titles and those of older age. [Conclusions] Digital transformation imposes a dual requirement on experimental technicians: they must possess both solid traditional competencies and strong digital literacy. To address this, efforts should be synergistically advanced from three aspects, namely, individual self-directed learning, a tiered training system, and institutional incentives. Particular emphasis should be placed on enhancing digital literacy training for older staff, so as to systematically improve overall job competency. |
