某市级医院全科师资教学现状调查及对策

Investigation and Countermeasure on the Current Teaching Situation of General Practice Teachers in a Municipal Hospital

目的调查某市级医院全科师资教学现状和师资培训需求,对全科师资培训存在的问题和影响因素进行评估,并提出相应的解决方法。方法将该院60名全科师资作为研究对象,于2021年6月,采用全科基地主任及全科教研室成员设计的问卷进行调查研究。结果60名全科师资带教年限>3 a 40人(66.7%);工作岗位为全科医学科3人(5.0%);参加省/国家级师资培训次数1次14人(23.3%),2次25人(41.7%),3次12人(20.0%),4次9人(15.0%)。全科师资教学活动得分为(79.50±4.43)分。对全科师资教学能力评分进行相关因素分析,全科师资教学能力评分与全科师资参加全科师资培训次数、带教年限及职称有关(P<0.05),与年龄、性别及受教育程度无关(P>0.05)。全科师资参加师资培训动机主要为政策所需51例(35.6%),提升带教能力45例(31.5%);培训形式主要为专业理论60例(28.0%),教学技能理论52例(24.3%),临床技能操作46例(21.5%);认为师资培训有很大帮助25例(41.7%);有帮助方面主要为提升带教技巧56例(29.8%),促进规范教学57例(30.3%)。建议全科师资培训增加专家现场指导48例(24.5%),增加教学情景模拟56例(28.6%)。结论该院全科师资教学能力存在一定差异,不能达成同质化教学,本研究建议完善全科师资培训制度,建立激励机制,规范师资培训模式,提高全科师资带教能力。

Objective To investigate the work status and training needs of general practice teachers from a municipal hospital,to assess existing problems and influencing factors of general practice teacher training,and put forward corresponding solutions.Methods A total of 60 general practice teachers in the hospital were enrolled and surveyed by a self-designed questionnaire in June,2021.Results Among the 60 general practice teachers,40 people(66.7%)had been teaching for more than 3 years,3 people(5%)in the general department,14 people(23.3%)general practice teachers participated in the provincial/national teacher training once,25 people(41.7%)general practice teachers twice,12 people(20%)general practice teachers three times and 9 people(15%)general practice teachers four times.The average score of the students’evaluation of the teaching activities of general practice teachers was(79.50±4.43)points.The score of general practice teachers was related to the number of general practice teachers’training,teaching years and professional titles,but not to age,gender and educational background(P<0.05).The motivation of general practitioners to participate in teacher training was mainly that 51 cases(35.6%)were required by the policy,and 45 cases(31.5%)were able to improve their teaching ability.The main forms of training were professional theory in 60 cases(28.0%),teaching skill theory in 52 cases(24.3%),and clinical skill operation in 46 cases(21.5%).Training was very helpful in 25 cases(41.7%).In terms of help,56 cases(29.8%)improved teaching skills and 57 cases(30.3%)promoted standardized teaching.It is suggested that 48 cases(24.5%)of on-site expert guidance and 56 cases(28.6%)of teaching scenario simulation should be added to the general practice teacher training.Conclusion The general practice teachers are certain differences in teaching ability,which can not achieve homogeneous teaching.It is suggested to perfect the training system of general practice teachers,establish incentive mechanism,standardize the teacher training mode,so as to improve the teaching ability.