不同课程体系下本科阶段医学生对岗位胜任力认知的区别

Impact of different curriculum systems on the perceptions of post competency of undergraduate medical students

目的探讨整合式课程("大"整合课程体系)和传统课程体系对本科阶段医学生岗位胜任力认知的影响。方法通过文献检索以及专家咨询编制了医学本科生岗位胜任力认知问卷,并于2019年3月至4月以网络问卷形式对上海交通大学医学院医学本科生进行调查。采用SPSS 20.0软件对数据进行分析。采用卡方检验对接受不同课程体系的医学本科生课堂教学形式、其对医生岗位胜任力的认知情况以及认知途径进行分析,对重要性排名前10项的胜任力进行比较。结果共发放问卷200份,回收167份,回收率83.5%。"大"整合课程体系的授课方式以小组讨论为主,学生对医生岗位胜任力认知高于接受传统教学的学生(P<0.05);不同课程体系下,学生接受的教学形式差异有统计学意义(P<0.05)。结论"大"整合课程体系下,以岗位胜任力为导向的教学理念、系统化教学内容以及多样化授课方式,有利于提升医学生岗位胜任力的认知度。

Objective:To assess the impact of integrated curriculum(vertically integrated curriculum system)and traditional curriculum system on the perceptions of post competency of undergraduate medical students.Methods:Bibliographic retrieval method and expert consultation were used to compile the questionnaire of perceptions on the post competency of undergraduate medical students.The questionnaire was conducted online to survey the undergraduate medical students from Shanghai Jiao Tong University School of Medicine during March to April,2019.SPSS 20.0 software was applied for data analysis,chi-square test was used to analyze the classroom teaching forms of medical undergraduates who received different curriculum systems,and their cognition of the doctor post competency and cognitive pathways,and finally the top 10 important competencies were compared.Results:A total of 200 questionnaires were distributed and 167 were recovered,with a recovery rate of 83.5%.Workshop learning was more common in the vertically integrated undergraduate curriculum.Compared with Chinese traditional curriculum,the medical students taught by the vertically integrated undergraduate curriculum were much better informed about competency(P<0.05).The access to knowledge of competency was also statistically different between two groups of students(P<0.05).Conclusion:The vertically integrated curriculum is more efficient in helping undergraduate medical students to acquire knowledge about competency.