基于“三分”模式的实验动物从业人员岗前培训效果评估

doi:10.12300/j.issn.1674-5817.2026.017

实验动物与比较医学 ›› 2026, Vol. 46 ›› Issue (5): 771-778.DOI: 10.12300/j.issn.1674-5817.2026.017

基于“三分”模式的实验动物从业人员岗前培训效果评估

温福利¹^,²(), 徐永君¹, 付云烽¹, 薛来恩¹, 崔琳琳¹, 王君竹¹, 路君¹, 郑和平¹()()

^1. 中国人民解放军联勤保障部队第九〇〇医院实验动物中心, 福州 350025
^2. 福州大学附属省立医院实验动物中心, 福州 350001

收稿日期:2026-01-19 修回日期:2026-04-07 出版日期:2026-10-25 发布日期:2026-10-16
通讯作者: 郑和平（1962—），男，硕士，主任医师，研究方向：实验动物科研与管理。E-mail： zhpfz@163.com。ORCID： 0009-0006-5661-5700
作者简介:
温福利（1987—），男，博士研究生，高级兽医师，研究方向：实验动物科研与管理。E-mail： wen_fuli@163.com。ORCID： 0000-0001-6133-2277

Effectiveness Evaluation of Pre-Service Training for Laboratory Animal Practitioners Based on the "Three-Separation" Model

WEN Fuli¹^,²(), XU Yongjun¹, FU Yunfeng¹, XUE Laien¹, CUI Linlin¹, WANG Junzhu¹, LU Jun¹, ZHENG Heping¹()()

^1. Laboratory Animal Center, 900th Hospital of PLA Joint Logistics Support Force, Fuzhou 350025, China
^2. Laboratory Animal Center, Fuzhou University Affiliated Provincial Hospital, Fuzhou 350001, China

Received:2026-01-19 Revised:2026-04-07 Published:2026-10-25 Online:2026-10-16
Correspondence to:
ZHENG Heping (ORCID: 0009-0006-5661-5700), E-mail: zhpfz@163.com

摘要/Abstract

摘要：

目的总结“三分”模式在实验动物从业人员培训中的应用经验，科学评估其培训成效。方法采用回顾性分析方法，选取2010年1月至2025年12月在福建省实验动物培训基地参加岗前培训的8 009名从业人员作为研究对象，其中2010年1月至2017年12月接受传统模式培训的1 250名人员纳入对照组，2018年1月至2025年12月接受以“岗位需求分开、考试内容分设、考试方式分类”为核心内涵的“三分”模式培训的6 759名人员作为评估组。同时采用问卷调查法评估培训效果，共回收有效问卷 1 624份，其中对照组585份，评估组1 039份。“三分”模式同步优化收费标准普惠性，对比分析两组培训后的综合能力表现及培训满意度，采用独立样本t检验、χ²检验和Wilcoxon秩和检验进行统计分析。结果评估组对培训效果的整体满意度为92.49%（961/1 039），显著高于对照组的77.78%（455/585）（χ²=72.50，P<0.001）；评估组在课程针对性、时间灵活性、考核合理性及收费合理性等维度的好评率、一般率、差评率均呈现更优分布特征，好评率显著高于对照组（P<0.001）。评估组综合合格率（95.53%）显著高于对照组（86.24%）（P<0.001）。结论科学运用“三分”模式，可精准匹配不同岗位的能力需求，优化培训与考核体系。通过收费普惠化降低参与门槛，有效提升实验动物从业人员的综合素质及培训满意度，进而实现更佳的教学效果，为实验动物及其他行业培训体系的规范化升级提供可复制、可推广的实践参考。

关键词: 实验动物学, 从业人员, 岗前培训, “三分”模式, 培训效果, 考核体系, 继续教育

Abstract:

Objective To summarize the application experience of the "Three-Separation" model in the pre-service training of laboratory animal practitioners and scientifically evaluate its training effectiveness. Methods A retrospective analysis was conducted on 8 009 practitioners who participated in pre-service training at the Fujian Provincial Laboratory Animal Training Base from January 2010 to December 2025. Among them, 1 250 trainees from January 2010 to December 2017 were included in the control group (traditional training model), and 6 759 trainees from January 2018 to December 2025 were included in the evaluation group ("Three-Separation" model, based on separating job requirements, differentiating exam content, and categorizing exam methods). Meanwhile, a questionnaire survey was conducted to evaluate training effectiveness, yielding 1 624 valid questionnaires (585 from the control group and 1 039 from the evaluation group). The "Three-Separation" model simultaneously optimized fee structures to improve affordability and inclusiveness. The comprehensive competencies and training satisfaction of the two groups after training were compared and analyzed using the independent sample t-test, χ² test, and Wilcoxon rank-sum test. Results The overall satisfaction rate of the evaluation group was 92.49% (961/1 039), significantly higher than that of the control group (77.78%, 455/585), with a highly significant difference (χ²=72.50, P<0.001). The evaluation group showed a more favorable distribution of positive, neutral, and negative ratings in dimensions such as course pertinence, time flexibility, assessment rationality, and reasonableness of fees, and the positive rating rates were highly significantly higher than those in the control group (P<0.001). The comprehensive pass rate of the evaluation group (95.53%) was significantly higher than that of the control group (86.24%), with a highly significant difference (P<0.001). Conclusion The scientific application of the "Three-Separation" model can accurately match the competency requirements of different positions, optimize the training and assessment system, reduce participation barriers by making training fees more affordable and accessible, effectively improve the comprehensive quality and training satisfaction of laboratory animal practitioners, achieve better teaching outcomes, and provide replicable and promotable practical references for the standardized upgrading of the training system in the laboratory animal industry and other industries.

Key words: Laboratory animal science, Practitioners, Pre-service training, "Three-Separation" model, Training effectiveness, Assessment system, Continuing education

中图分类号:

温福利,徐永君,付云烽,等. 基于“三分”模式的实验动物从业人员岗前培训效果评估[J]. 实验动物与比较医学, 2026, 46(5): 771-778. DOI: 10.12300/j.issn.1674-5817.2026.017.

WEN Fuli,XU Yongjun,FU Yunfeng,et al. Effectiveness Evaluation of Pre-Service Training for Laboratory Animal Practitioners Based on the "Three-Separation" Model[J]. Laboratory Animal and Comparative Medicine, 2026, 46(5): 771-778. DOI: 10.12300/j.issn.1674-5817.2026.017.

图/表 4

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组别 Group	时间/年 Time/year	总人数 Total trainees	平均年龄/岁（） Average age/years （）	不同性别人数 Number of individuals by gender			不同学历层次人数 Number of individuals with different levels of education					不同岗位类型人数 Number of employees for different job categories
组别 Group	时间/年 Time/year	总人数 Total trainees	平均年龄/岁（） Average age/years （）	男 Male	女 Female		研究生 Postgrad-uate	本科 Undergrad-uate	大（中）专 College/Voca-tional	高中及以下 High school and below		管理类 Manage-ment	科研类 Re-search	繁育类 Bree-ding	兽医类 Veteri-nary
对照组 Control group	2010	167	32.4±9.1	86	81	97		40	13	17	32		105	19	11
	2011	147	31.3±8.8	70	77	91		34	8	14	28		92	14	13
	2012	148	31.8±8.4	72	76	84		35	12	17	22		94	18	14
	2013	207	35.2±8.2	108	99	118		32	6	51	18		155	16	18
	2014	130	34.7±8.0	68	62	79		36	5	10	15		98	11	6
	2015	151	33.6±8.4	76	75	70		56	15	10	24		108	12	7
	2016	171	32.3±7.5	92	79	94		52	13	12	40		112	11	8
	2017	129	33.2±8.7	62	67	58		42	14	15	13		88	22	6
评估组 Evaluationgroup	2018	365	34.0±8.9	178	187	188		132	14	31	66		256	32	11
	2019	493	35.1±9.3	241	252	262		146	30	55	75		349	44	25
	2020	631	33.8±6.5	308	323	335		187	38	71	94		446	58	33
	2021	798	34.2±8.4	390	408	424		236	49	89	116		556	73	53
	2022	920	32.7±7.9	450	470	489		272	56	103	134		641	84	61
	2023	1 033	31.5±8.3	505	528	549		306	63	115	151		720	94	68
	2024	1 210	31.0±8.6	592	618	643		358	74	135	177		843	110	80
	2025	1 309	32.9±9.0	640	669	696		388	80	145	191		912	119	87
P值 P value		＞0.05	＞0.05	＞0.05	＞0.05	＞0.05		＞0.05	＞0.05	＞0.05	＞0.05		＞0.05	＞0.05	＞0.05

组别 Group	时间/年 Time/year	总人数 Total trainees	平均年龄/岁（） Average age/years （）	不同性别人数 Number of individuals by gender			不同学历层次人数 Number of individuals with different levels of education					不同岗位类型人数 Number of employees for different job categories
组别 Group	时间/年 Time/year	总人数 Total trainees	平均年龄/岁（） Average age/years （）	男 Male	女 Female		研究生 Postgrad-uate	本科 Undergrad-uate	大（中）专 College/Voca-tional	高中及以下 High school and below		管理类 Manage-ment	科研类 Re-search	繁育类 Bree-ding	兽医类 Veteri-nary
对照组 Control group	2010	167	32.4±9.1	86	81	97		40	13	17	32		105	19	11
	2011	147	31.3±8.8	70	77	91		34	8	14	28		92	14	13
	2012	148	31.8±8.4	72	76	84		35	12	17	22		94	18	14
	2013	207	35.2±8.2	108	99	118		32	6	51	18		155	16	18
	2014	130	34.7±8.0	68	62	79		36	5	10	15		98	11	6
	2015	151	33.6±8.4	76	75	70		56	15	10	24		108	12	7
	2016	171	32.3±7.5	92	79	94		52	13	12	40		112	11	8
	2017	129	33.2±8.7	62	67	58		42	14	15	13		88	22	6
评估组 Evaluationgroup	2018	365	34.0±8.9	178	187	188		132	14	31	66		256	32	11
	2019	493	35.1±9.3	241	252	262		146	30	55	75		349	44	25
	2020	631	33.8±6.5	308	323	335		187	38	71	94		446	58	33
	2021	798	34.2±8.4	390	408	424		236	49	89	116		556	73	53
	2022	920	32.7±7.9	450	470	489		272	56	103	134		641	84	61
	2023	1 033	31.5±8.3	505	528	549		306	63	115	151		720	94	68
	2024	1 210	31.0±8.6	592	618	643		358	74	135	177		843	110	80
	2025	1 309	32.9±9.0	640	669	696		388	80	145	191		912	119	87
P值 P value		＞0.05	＞0.05	＞0.05	＞0.05	＞0.05		＞0.05	＞0.05	＞0.05	＞0.05		＞0.05	＞0.05	＞0.05

调查维度 Survey dimension	不同组别好评率（一般率/差评率）/% Different groups’ positive review rate (neutral rate/negative review rate)/%		χ²值 χ² value	P值 P value
调查维度 Survey dimension	评估组（n=1 039） Evaluation group (n=1 039)	对照组（n=585） Control group (n=585)	χ²值 χ² value	P值 P value
课程内容与岗位需求匹配度 Relevance of course content to job requirements	86.82 (11.93/1.25)	61.03 (32.65/6.32)	142.86	<0.001
培训时间安排灵活性 Flexibility of training schedule	90.57 (8.28/1.15)	48.21 (42.56/9.23)	361.14	<0.001
教学方式实用性（理论+实操） Practicality of teaching methods (theory + practice)	88.64 (9.72/1.64)	55.56 (36.07/8.37)	229.35	<0.001
考核方式合理性（分类考核） Rationality of assessment methods (categorized assessment)	91.31 (7.53/1.16)	51.80 (39.83/8.37)	359.27	<0.001
收费合理性 Reasonableness of fees	93.17 (6.45/0.38)	35.21 (58.46/6.33)	627.68	<0.001
实操技能提升效果 Effectiveness in improving practical skills	84.89 (13.28/1.83)	59.32 (32.14/8.54)	132.96	<0.001
理论知识掌握程度 Level of theoretical knowledge acquisition	81.14 (16.94/1.92)	66.67 (26.32/7.01)	42.86	<0.001
岗位工作适配性 Job suitability	86.81 (11.55/1.64)	62.91 (30.26/6.83)	125.50	<0.001
培训满意度 Training satisfaction	92.49 (6.84/0.67)	77.78 (18.97/3.25)	72.50	<0.001

调查维度 Survey dimension	不同组别好评率（一般率/差评率）/% Different groups’ positive review rate (neutral rate/negative review rate)/%		χ²值 χ² value	P值 P value
调查维度 Survey dimension	评估组（n=1 039） Evaluation group (n=1 039)	对照组（n=585） Control group (n=585)	χ²值 χ² value	P值 P value
课程内容与岗位需求匹配度 Relevance of course content to job requirements	86.82 (11.93/1.25)	61.03 (32.65/6.32)	142.86	<0.001
培训时间安排灵活性 Flexibility of training schedule	90.57 (8.28/1.15)	48.21 (42.56/9.23)	361.14	<0.001
教学方式实用性（理论+实操） Practicality of teaching methods (theory + practice)	88.64 (9.72/1.64)	55.56 (36.07/8.37)	229.35	<0.001
考核方式合理性（分类考核） Rationality of assessment methods (categorized assessment)	91.31 (7.53/1.16)	51.80 (39.83/8.37)	359.27	<0.001
收费合理性 Reasonableness of fees	93.17 (6.45/0.38)	35.21 (58.46/6.33)	627.68	<0.001
实操技能提升效果 Effectiveness in improving practical skills	84.89 (13.28/1.83)	59.32 (32.14/8.54)	132.96	<0.001
理论知识掌握程度 Level of theoretical knowledge acquisition	81.14 (16.94/1.92)	66.67 (26.32/7.01)	42.86	<0.001
岗位工作适配性 Job suitability	86.81 (11.55/1.64)	62.91 (30.26/6.83)	125.50	<0.001
培训满意度 Training satisfaction	92.49 (6.84/0.67)	77.78 (18.97/3.25)	72.50	<0.001

基于“三分”模式的实验动物从业人员岗前培训效果评估

Effectiveness Evaluation of Pre-Service Training for Laboratory Animal Practitioners Based on the "Three-Separation" Model

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