基于岗位胜任力的医教协同培养实践探讨

Discussion on the Practice of Medical and Educational Collaborative Training Based on Job Competency

目的探究基于岗位胜任力的医教协同培养实践探讨。方法纳入洛阳市第三人民医院2021年1—10月接收的128名医学实习生为研究对象,以时间段进行分组,分为研究组(2021年1-5月)以及对照组(2021年6-10月),各64名,对照组实施常规培养,研究组实施基于岗位胜任力的医教协同培养,观察两组学生的满意度、学生理论成绩以及实践成绩、学生对岗位胜任力指标自评情况、学生知识应用能力。结果研究组学生满意度为93.75%,优于对照组满意度(76.56%),差异有统计学意义(χ2=7.479,P<0.05);研究组学生理论成绩与实践成绩(90.12±4.68)分、(93.12±2.55)分优于对照组(81.10±8.03)分、(82.55±2.69)分,差异有统计学意义(t=7.764、22.814,P<0.05);研究组学生的基本医疗服务能力、公共卫生服务能力、人文执业能力、教育学习能力评分(6.83±1.51)分、(6.67±1.78)分、(7.31±1.52)分、(7.00±1.70)分优于对照组(5.23±1.06)分、(5.06±1.24)分、(6.10±1.00)分、(5.84±1.25)分,差异有统计学意义(t=6.938、5.937、5.320、4.398,P<0.05);研究组学生的临床评估能力、操作技能应用、沟通技巧掌握情况以及总分优于对照组,差异有统计学意义(t=32.147、21.109、2.506、15.740,P<0.05)。结论基于岗位胜任力的医教协同培养可以提升学生理论成绩以及实践成绩,让学生灵活运用临床知识,提升其岗位胜任力,值得在医疗卫生教育改革中推广使用。

Objective To explore the practice of medical education collaborative training based on job competency.Methods 128 medical interns received by Luoyang Third People's Hospital from January to October 2021 were included as research object.Group by time period,they were divided into a study group(from Januray to May 2021)and a control group(from June to October 2021),with 64 people in each.The control group was given routine training,and the study group was given post-competency-based medical and educational collaborative training.The two groups of students'satisfaction,students'theoretical and practical scores,students'self-assessment of job competency indicators,and students'knowledge application ability were observed.Results The student satisfaction of the study group was 93.75%,which was better than that of the control group(76.56%),the difference was statistically significant(χ2=7.479,P<0.05).The theoretical and practical scores of the students in the study group were(90.12±4.68)points,(93.12±2.55)points better than those in the control group(81.10±8.03)points and(82.55±2.69)points,the difference was statistically significant(t=7.764,22.814,P<0.05).The basic medical service ability,public health service ability,humanistic practice ability,education and learning ability of the students in the study group were scored(6.83±1.51)points,(6.67±1.78)points,(7.31±1.52)points,(7.00±1.70)points,better than the control group(5.23±1.06)points,(5.06±1.24)points,(6.10±1.00)points,(5.84±1.25)points,the difference was statistically significant(t=6.938,5.937,5.320,4.398,P<0.05).The clinical evaluation ability,operation skills application,mastery of communication skills and total score of the students in the study group were better than those in the control group,the difference was statistically significant(t=32.147,21.109,2.506,15.740,P<0.05).Conclusion The collaborative training of medical and education based on job competency can improve students'theoretical and practical performance,and allow students to use clinical knowledge flexibly to improve their job competency.It is worth promoting and using in the reform of medical and health education.