Research on the training model of health service talents integrating business education with medical and psychological sciences under the enabling role of digital technology
数字技术赋能下商科教育与医学心理融合的健康服务人才培养模式研究

摘要

数字经济与健康中国战略深度融合，推动健康服务产业向智能化、人本化、精细化转型，传统单一学科人才培养模式已难以适配行业复合型人才需求。当前高校商科教育侧重市场运营与管理，缺失医学心理人文素养；医学心理教育聚焦临床干预与健康诊疗，缺乏产业运营思维，学科壁垒突出、数字赋能浅层化、产教协同流于表面，造成健康服务人才供需结构性失衡。本文立足新商科、新医科建设背景，以数字技术为核心赋能载体，融合商科运营管理与医学心理服务理念，系统剖析健康服务人才培养的现实困境，构建数字赋能、双科融合、产教协同的复合型健康服务人才培养新模式，优化人才培养目标、课程体系、教学范式、实践平台与评价机制，提出可落地的实施路径。研究以期破解跨学科育人痛点，培育适配数字健康产业发展的复合型人才，为高校健康服务类专业教学改革与产业人才供给升级提供理论与实践参考。

Abstract

The digital economy is increasingly aligned with the Healthy China initiative, catalyzing a paradigm shift in health services toward intelligence, human-centeredness, and precision. Conventional single-discipline talent development frameworks are no longer adequate to meet the evolving demand for industry-integrated professionals. Presently, university business education emphasizes market operations and managerial competencies but falls short in integrating medical knowledge, psychological insight, and humanistic literacy; conversely, medical and psychological education prioritizes clinical intervention and health diagnosis and treatment while lacking foundational understanding of industrial operations and systems thinking. Persistent disciplinary silos, limited integration of digital technologies into curricula and practice, and underdeveloped mechanisms for industry–academia collaboration have collectively engendered a structural mismatch between the supply of and demand for health service professionals. Against the backdrop of emerging business models and the ongoing reform of medical and health-related education, this study positions digital technology as a core enabler, synergistically integrating business operation management principles with medical and psychological service paradigms. It systematically identifies critical challenges in cultivating health service talent, proposes a comprehensive, digitally empowered talent development model grounded in dual-disciplinary integration and robust industry–academia co-governance, and refines key educational components—including competency-based learning objectives, interdisciplinary curriculum architecture, pedagogical innovation, experiential learning platforms, and outcome-oriented evaluation mechanisms. The research seeks to address systemic gaps in interdisciplinary education, foster agile, transdisciplinary professionals equipped for the digital health ecosystem, and offer theoretically grounded and empirically informed guidance for curriculum reform in health service–related disciplines and strategic upgrading of industry talent pipelines.