HALC式全科住院医师规范化培训实践教学模式的教学效果研究

Teaching Effect of Practical Teaching Model of HALC-type Standardized Training of General Resident Doctors

目的探讨HALC式(分层递进、融合交叉、垂直教学、循环提升)全科住院医师规范化培训实践教学模式的教学效果。方法选取2012—2016年在浙江大学医学院附属邵逸夫医院参加全科住院医师规范化培训的全科医师67例。采用随机数字表法进行分组,其中32例学员接受常规实践教学(常规模式组),35例学员接受HALC式实践教学(新模式组),两组学员的培训时间均为3年。比较两组用人/实践单位对实践教学的满意度和学员的实践能力考核评分。结果新模式组用人/实践单位对实践教学的组织管理、带教模式、全科技能、综合能力、培训效果满意度评分高于常规模式组,差异有统计学意义(P<0.001)。新模式组学员的全科基本技能、全科适宜技能、全科思维能力、全科应诊能力、社区实践技能、全科综合能力考核评分高于常规模式组,差异有统计学意义(P<0.001)。结论HALC式全科住院医师规范化培训实践教学模式可以有效提升全科住院医师的规范化培训质量。

Objective To study the teaching effect of practical teaching model of HALC - type （ hierarchical progression, alternately and integration, longitudinal teaching, cyclic improvement ） standardized training of general resident doctors. Methods From 2012 to 2016, 67 general resident doctors participating in the standardized training of general resident doctors in Sir Run Run Shaw Hospital, School of Medicine, Zhejiang University were selected. By random number table method, 32 trainees received routine practice teaching （ conventional model group） , 35 received HALC - type practical teaching （ new model group） . The training time for both groups was 3 years. The scores of satisfaction of practical teaching and the practical ability between employers/organizations of two groups were compared. Results The satisfaction scores of organization and management, teaching mode, general skills, comprehensive ability, training results of employers/organizations in new model group were significantly higher than those in conventional model group （ P 〈 0. 001 ） . The evaluated scores of basic skills, adaptive skills, general thinking ability, consultation ability, community practical skills, comprehensive ability in general practice field of trainees in new model group were significantly higher than those in conventional model group （ P 〈 0. 001 ）. Conclusion The practical teaching model of HALC - type standardized training of general resident doctors can effectively improve their standardized training quality.