Goic A
Facultad de Medicina, Universidad de Chile, Santiago de Chile.
Rev Med Chil. 1995 Jan;123(1):99-107.
In 1981, the educational system in Chile was diversified characterizing Universities, Professional Institutes and Technical Training Centers. The provincial seats of traditional Universities were transformed in independent universities, which strongly increased its number. A number of private universities also emerged. This strategy was quantitatively successful, duplicating the number of youngsters between 19 and 24 years old that were following superior studies (from 88 to 199 per 1,000) and duplicating the registers at higher education institutions (from 118,000 to 244,000). The quality of the education is a matter of concern at the present time. In the case of Medicine, the Medical Schools Association has proposed to the Higher Education Council an accreditation system for programs that pursue the M.D. degree, based on explicit standards for all medical schools. Considering that teaching, research, laboratory and library resources in Chile are limited, accreditation is even more important. The splitting relationship between Medical Schools and the Ministry of Health, whose establishments are used as training centers, is also worrisome. Finally the physician:inhabitant relationship in Chile is adequate for its development level (1:960). Its geographical distribution, however, is highly unsatisfactory (1:657 in Santiago and 1:2,200 in some Regions). The implementation of professional and economical incentives could reverse this situation.
1981年，智利的教育体系呈现多样化，包括大学、专业学院和技术培训中心。传统大学的省级校区转变为独立大学，其数量大幅增加。一些私立大学也应运而生。这一策略在数量上取得了成功，19至24岁接受高等教育的年轻人数量翻倍（从每千人88人增至199人），高等教育机构的注册人数也翻倍（从11.8万增至24.4万）。目前，教育质量令人担忧。就医学而言，医学院协会已向高等教育委员会提议，基于所有医学院的明确标准，为攻读医学博士学位的项目建立认证体系。鉴于智利的教学、研究、实验室和图书馆资源有限，认证更为重要。医学院与卫生部之间的分离关系也令人担忧，卫生部的机构被用作培训中心。最后，智利的医生与居民比例与其发展水平相适应（1:960）。然而，其地理分布极不理想（圣地亚哥为1:657，一些地区为1:2200）。实施专业和经济激励措施可能会扭转这种局面。
