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| “全科-专科”联合教学并过程评估对住院医师规范化培训工作的效果 |
| Effectiveness of “Generalist-Specialist” joint teaching and process evaluation for residency training |
| 投稿时间：2022-11-08 |
| DOI：10.3969/j.issn.1000-0399.2023.05.026 |
| 中文关键词: 全科医学 住院医师规范化培训 过程评估 全科思维 岗位胜任力 |
| 英文关键词: General practice Standardized training for residents Process evaluation General practitioners' thinking Job competence |
| 基金项目:安徽省高等学校省级质量工程项目（编号：2020zyq40）,铜陵市卫健委医学科研项目（编号：[2021]11号） |
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| 中文摘要: |
| 目的 探讨"全科-专科"联合教学并过程评估对完善全科专业住院医师规范化培训工作的效果。方法 选择 2020年 3 月至 2022 年 12 月铜陵市人民医院全科住院医师规范化培训基地的带教老师 42 人、住培医师 29 人为研究对象,采用"全科-专科"联合教学并过程评估的模式培训,于培训前后对老师和住培医师进行问卷调查和临床演练评测,并从理论考试与技能操作、病例分析、辅助检查判读等方面对住培医师进行评价。结果 培训后,带教老师和住培医师中对全科理念认知很明确、对全科诊疗与专科区别很了解、对联合教学与专科教学区别很了解的人员数较培训前均明显上升,且认为会增加临床负担的人数显著减少,差异均具有统计学意义(P<0.05)。培训后,带教老师人文关怀、组织效能维度,住培医师各维度评估成绩均较培训前明显提升,差异均具有统计学意义(P<0.05)。住培医师培训后的理论考试、病例分析、辅助检查判读成绩均明显优于培训前,差异均具有统计学意义(P<0.05)。结论 "全科-专科"联合教学并过程评估的模式不仅能提高专科老师在实际临床教学中的全科思维,还能提升住培医师的岗位胜任力。 |
| 英文摘要: |
| Objective To explore the effect of joint teaching and process evaluation of "Generalist-Specialist" on improving the standardized training of general practice residents. Methods From March 2020 to December 2022, 42 instructors and 29 resident physicians from the standardized training base of Tongling People's Hospital in general medicine were selected for the study, and the training was conducted in the mode of "Generalist-Specialist" joint teaching and process evaluation. Results After the training, the number of instructors and residents who had a clear understanding of the concept of general practice, the difference between general practice and specialty, and the difference between joint teaching and specialty teaching all increased significantly compared with those before the training, and the number of those who thought it would increase the clinical burden decreased significantly, and the differences were statistically significant (P<0.05). After the training, the humanistic care and organizational effectiveness dimensions of the instructors and the assessment scores of the resident physicians in each dimension were significantly higher than those before the training, and the differences were statistically significant (P<0.05). The theoretical examinations, case analysis, and interpretation of auxiliary examinations of resident-trained physicians were significantly better than those before training, and the differences were all statistically significant (P<0.05). Conclusions The model of "Generalist-Specialist" joint teaching and process evaluation can not only improve the general practitioners' thinking of the specialist teachers in the actual clinical teaching, but also enhance the competency of the resident doctors. |
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