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互联网健康医疗的海外经验借鉴
在“互联网+健康医疗”方面,尤其是健康医疗大数据方面,英美等国家已出台了很多推动政策,健康医疗大数据应用也迅速普及。美国推动健康医疗大数据开放共享,重点发展精准医疗;英国积极发展个性化医疗;等等。我国健康医疗大数据市场空间广阔、市场潜力无限,借鉴海外“互联网+健康医疗”的运行机制和管理模式,可以推动我国健康医疗大数据的迅速发展。
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全球电子学习市场(2021-2026年)
Continuous learning requirements for
students and professionals driven by
sweeping trends over the past two decades
due to globalization, talent migration, and
consistent improvements in corporate
competencies and individual talent
grooming have increased the scope of e-learning. With rapid globalization, there has
been increased mobility of human capital in industries, including tourism, trade,
media, international relations, and science and technology. Therefore, there is a need
to effectively acquire functional and vocational skills over a short period and in a
cost-effective manner. While conventional learning and training methods cater to
most needs, they are ineffective in meeting the dynamic learners’ requirements,
especially in the rapidly expanding learner segment.
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全球教育玩具市场(2021-2026年)
The global educational toys market is growing at a CAGR of 8.11% and is expected
to witness an incremental growth of $11.81 billion during the forecast period. The
growth of the market is attributable to the rising demand for education with the help
of playful learning so that children learn things easily and quickly. The recent trend
towards Augmented Reality (AR) educational toys is likely to boost the demand for
educational toys year-on-year. Moreover, the educational toys have short life cycle
and requires continuous innovation and investment in R&D to remain competitive.
Due to rapid growth forecasts the vendors are expected to face intense competition
in terms of innovativeness and price.
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全球继续医学教育市场(2021-2026年)
World war II gave rise to many advances, including healthcare specialization. In
1948, now called the American Academy of Family Physicians created the first U.S.
CME credit system, which required 150 hours of CME for re-election to the
membership every three years. In 1968, the American Medical Association came out
with its Physician Recognition Award Categories 1 and 2, followed in 1972 by the
American Osteopathic Association establishing categories of credit. Then, in 1981,
along came the Accreditation Council for CME, which was created by the other
medical organizations to provide a form of professional self-regulation for now 2,000
accredited providers of CME.