全科医学师资培训效果的影响因素研究

Associated Factors of the Effect of General Practitioner Teacher Training

目的探讨全科医学师资培训效果的影响因素。方法以2014—2016年在重庆市全科医学教育中心参加全科医学师资培训班的408例学员为研究对象,采用强化教学能力培训方案进行培训。以培训前后的考核得分差值评价学员的培训效果,并采用多元线性回归分析探讨培训效果的影响因素。结果不同性别、年龄、学历、医院级别的学员考核得分差值比较,差异有统计学意义(P<0.05);不同职称的学员考核得分差值比较,差异无统计学意义(P>0.05)。400例学员完成了参培影响因素的问卷调查,其中评分排在前3位的依次为培训机构培训教学与管理效果好(8.1±1.2)分、个人发展需要(7.8±1.2)分、单位发展需要(7.7±1.2)分。是否因培训机构培训质量与管理效果好、单位发展需要、个人喜欢教学/教学相长、单位有教学激励机制、单位收入下降致工学矛盾、单位缺人致工学矛盾、单位缺乏带教激励机制、单位缺乏带教机会、单位被迫完成指令性任务、单位有教师遴选制度来参培的学员考核得分差值比较,差异有统计学意义(P<0.05);是否因个人发展需要来参培的学员考核得分差值比较,差异无统计学意义(P>0.05)。多元线性回归分析结果显示,是否因个人喜欢教学/教学相长、单位有教学激励机制、单位缺人致工学矛盾、单位缺乏带教机会、单位被迫完成指令性任务、单位有教师遴选制度来参培为培训效果的影响因素(P<0.05)。结论全科医学师资培训取得了较好的效果。个人喜欢教学/教学相长、单位有教学激励机制、单位因缺人致工学矛盾、单位缺乏带教机会、单位被迫完成指令性任务、单位有教师遴选制度为来参培的学员的培训效果的影响因素。

Objective To investigate the status and associated factors for the effect of general practitioner(GP)teacher training.Methods The enrolled 408 participants were general practitioner teachers who attended the GP teacher training held in Chongqing General Practice Education Center from 2014 to 2016.Schemes for improving the teaching abilities were used for the training.The training effect was evaluated by assessment scores difference.The associated factors for the effect of training were analyzed by using multiple linear regression models.Results The assessment scores difference differed significantly between the trainees by sex,age,educational attainment and the level of hospital that the trainee was from(P<0.05),but not by the professional and technical title(P>0.05).400 trainees completed questionnaire survey of influential factors of reasons for affending the training,three factors associated with the training effect scored the highest:effect of teaching and management in training(8.1±1.2),followed by personal occupational development requirement(7.8±1.2)and hospital's development requirement(7.7±1.2).For trainees who attended the training for the reasons such as effect of teaching and management in training,hospital's development requirement,enjoying teaching/thinking teaching others can benefit themselves,establishing a teaching incentive mechanism,conflict between working and learning due to decreased income,conflict between working and learning due to lack of employees in the hospital that the trainee comes from,lacking teaching incentive mechanism,lacking teaching opportunities,attending the training is a mandatory task or establishing a system for selecting teachers,their test scores were different significantly from those of trainees who attended the training not for the above reasons(P<0.05).The test scores did not vary obviously between trainees who attended the training for personal occupational development requirement and those who attended the training not for this reason(P>0.05).Multiple linear regression analysis found that,training effect of reasons for attending the training was significantly correlated with enjoying teaching/thinking teaching others can benefit themselves,establishing a teaching incentive mechanism,conflict between working and learning due to lack of employees in the hospital that the trainee comes from,lacking teaching opportunities,attending the training is a mandatory task and establishing a system for selecting teachers(P<0.05).Conclusion The GP teacher training has achieved good effects.Influential fuctors of training effect of reasons for attending the training are those who attended the training for reasons such as enjoying teaching/thinking teaching others can benefit themselves,establishing a teaching incentive mechanism,conflict between working and learning due to lack of employees in the hospital that they come from,lacking teaching opportunities,attending the training is a mandatory task and establishing a system for selecting teachers.