全科医学临床与教育2024，Vol.22Issue(2) ：144-147.DOI:10.13558/j.cnki.issn1672-3686.2024.002.012

多元模块教学模式在全科住培学员带教中的效果评价及影响因素分析

Effect evaluation and influencing factors analysis of multi-module teaching mode applied in standardized train-ing of general medicine residents

任重阳 李洁华 江洁 蒋品 徐佳慧 陈洁霞
全科医学临床与教育2024，Vol.22Issue(2) ：144-147.DOI:10.13558/j.cnki.issn1672-3686.2024.002.012
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多元模块教学模式在全科住培学员带教中的效果评价及影响因素分析

Effect evaluation and influencing factors analysis of multi-module teaching mode applied in standardized train-ing of general medicine residents

任重阳 1李洁华 1江洁 1蒋品 1徐佳慧 1陈洁霞1
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作者信息

  • 1. 230022 安徽合肥,安徽医科大学第一附属医院全科医学科
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摘要

目的 分析多元模块教学应用于全科住院医师规范化培训(住培)学员的效果,以及多元模式教学效果的影响因素.方法 选取安徽医科大学第一附属医院2020年8 月至2022 年8 月入培的57名全科住培学员进行多元模块教学,分析比较四证合一与中央项目学员的住培效果,多元模块教学前后的效果评价及影响因素分析.结果 多元模块教学后患者对住培学员评价中,中央项目学员组评分明显高于四证合一学员组(t=3.20,P＜0.05).对于总体学员,多元模块教学后带教老师对住培学员的评价,患者对住培学员的评价及住培学员对教学效果的评价均高于多元模块教学前(t分别=-2.91、-2.38、-2.39,P均＜0.05);对于中央项目学员,多元模块教学后仅患者对住培学员的评价高于教学前(t=-4.14,P＜0.05);对于四证合一学员,多元模块教学后带教老师对住培学员的评价高于教学前(t=-3.71,P＜0.05).对于总体学员,是否参加考研是多元模块教学效果的独立影响因素(OR=4.23,P＜0.05).对于四证合一学员,导师指导是多元模块教学效果的独立影响因素(OR=5.40,P＜0.05);而中央项目学员未发现独立影响因素.结论 多元模块教学模式对全科住培学员有较好的培训效果,同时也发现中央项目学员与四证合一学员在效果评价上的差异,四证合一学员可能对该模式接受度更高,其中导师指导为主要影响因素.

Abstract

Objective To analyze the effect and influencing factors of the multi-module teaching mode in the stan-dardized training of general medicine residents.Methods The 57 students practiced in the First Affiliated Hospital of Anhui Medical University from August 2020 to August 2022 were selected and received multi-module teaching.We ana-lyzed and compared the training effect between students with four-certificate integration(professional master's students)and the central project students,and analyzed the effect evaluation before and after the multi-module teaching and the in-fluencing factors of the effect.Results For the patient's evaluation on students after multi-module teaching,the score of the central project group was significantly higher than that of four-certificate integration(t=3.20,P＜0.05).For a total of 57 students,the evaluation of teachers on students,the evaluation of patients on students and the evaluation of students on teaching effect after multi-module teaching were all higher than those before multi-module teaching(t=-2.91,-2.38,-2.39,P＜0.05).For the central project group,after the multi-module teaching,the patients'evaluation of the students was higher than that before the teaching(t=-4.14,P＜0.05).For the students with four-certificate integration,the teach-ers'evaluation of students was higher than that be-fore the teaching(t=-3.71,P＜0.05).For all stu-dents,whether to participate in the postgraduate en-trance examination was an independent factor affect-ing the teaching effect of multiple modules(OR= 4.23,P＜0.05).For students with four-certificate in-tegration,the tutor's guidance was an independent factor affecting the teaching effect of multiple mod-ules(OR=5.40,P＜0.05).No independent influencing factor was found in the central project students.Conclusion The multi-module teaching model has a good training effect on the general medicine residents,and it is also observed that the difference in the evaluation of the effect between the central project students and the students with four-certificate in-tegration.The students with four-certificate integration may be more acceptable to this model,and the tutor's guidance is the main influencing factor.

关键词

多元模块教学/全科/住院医师规范化培训

Key words

multi-module teaching/general practice/the standardized training of residents

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基金项目

全国医学专业学位研究生教育指导委员会全科医学教育教学研究课题(B-YXGP20210202-01)

安徽省教育厅研究生教育教学改革研究项目(2022jyjxggyj227)

安徽省高等学校省级教学研究项目(2020jyxm0915)

出版年

2024
全科医学临床与教育
浙江大学

全科医学临床与教育

影响因子：0.63
ISSN：1672-3686
参考文献量14
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