摘要
目的 观察以教师为导向的小组式自我管理模式在全科住院医师规范化培训中的应用效果.方法 选取2016～2021年在我院参加全科住院医师规范化培训的全科医师120名,入培时自愿选择是否加入以教师为导向的小组式自我管理培养模式,将接受教师为导向的小组式自我管理模式的60名学员设为观察组,接受常规培养模式的60名学员设为对照组,培训时间为12 个月.比较教师对学员医患沟通、人文素养、基础知识、临床思维、体格检查、病历书写、综合能力的评价;发放自制的培训效果满意度调查表进行问卷调查;使用医患沟通技能评价量表进行医患沟通能力测试.结果 培训后,观察组的医患沟通、人文素养、基础知识、临床思维、体格检查、病历书写、综合能力考核评分明显高于对照组(t分别=3.26、2.98、2.97、3.13、3.69、3.01、3.12,P均＜0.05);观察组在提高临床思维能力、提高理论与实践结合能力、提高主动获取知识能力、提高团队协作能力、提高临床技能和医疗服务能力、提高人际沟通能力、提高科学研究能力、提高信息与管理能力8 个方面的满意度均明显高于对照组(t分别=2.90、2.43、3.02、3.11、2.89、2.94、3.33、3.57,P均＜0.05);观察组学生沟通启动、信息收集、信息给予、理解患者、沟通结束评分明显高于对照组(t分别=6.38、6.01、5.77、3.74、2.16,P均＜0.05).结论 以教师为导向的小组式自我管理模式可明显提高全科住院医师规范化的培训质量.
Abstract
Objective To observe the effect of teacher oriented group self-management mode in the standardized train-ing of general practitioners.Methods A total of 120 general practitioners who participated in the standardized training of general resident physicians in our hospital from 2016 to 2021 were selected,and voluntarily choosing whether to join the teacher oriented group self-management training mode or not when enrolled.Totally 60 students who received the teacher oriented group style self-management mode were set as the observation group,and 60 students who received the conventional training mode were set as the control group.The training course is 12 months.The teachers'evaluations of students'doctor-patient communication,humanistic literacy,basic knowledge,clinical thinking,physical examination,medical record writing,and comprehensive abilities were compared.The self-made training satisfaction questionnaires were surveyed.The SEGUE scale was used to evaluate doctor-patient communication skills.Results After training,the observation group's scores on doctor-patient communication,humanistic literacy,basic knowledge,clinical thinking,physical examination,medical record writing,and comprehensive ability assessment were significantly higher than those of the control group(t=3.26,2.98,2.97,3.13,3.69,3.01,3.12,P＜0.05).The observation group showed significantly high-er satisfaction than the control group in improving clinical thinking ability,integrating theory with practice ability,ac-tively acquiring knowledge ability,improving team collaboration ability,improving clinical skills and medical service ability,improving interpersonal communication ability,improving scientific research ability,and improving information and management ability(t=2.90,2.43,3.02,3.11,2.89,2.94,3.33,3.57,P＜0.05).The scores of communication initiation,information col-lection,information provision,understanding of patients,and communication completion in the observation group were significantly higher than those in the control group(t=6.38,6.01,5.77,3.74,2.16,P＜0.05).Conclusion The teacher oriented group self-management model can significantly improve the quality of standardized training for general practitio-ners.
基金项目
成都医学院教育教学改革研究课题(JG202174)
维普
万方数据