边疆民族地区助理全科医生培训师资带教状况及带教意愿分析——以云南省为例

Analysis on the Teaching Status and Willingness of Assistant General Practitioners in Frontier Ethnic Areas:Take Yunnan Province as An Example

目的分析云南省助理全科医生培训过程中师资的带教现状及意愿,探索其影响因素。方法采用整群抽样的方法,对云南省8个助理全科医生培训基地的250名师资进行问卷调查,回收有效问卷238份,有效率为95.20%;运用χ^(2)检验、二元Logistic回归,分析师资带教意愿的影响因素。结果93.28%的师资参加过带教工作;带教人数3人及以上的占35.89%;带教主要原因是从教学的压力中成长和学习;影响带教意愿的主要原因是教育教学技能不足;Logistic回归结果显示,愿意参加师资培训的教师带教意愿更高,是不愿参加师资培训教师带教意愿的90.306倍(P<0.05,OR=90.306)。结论云南省全科医学培训师资带教意愿高,但存在教师利用不合理、学历水平不高、带教待遇低等问题,建议基地合理安排师资带教、提升带教待遇,并加强教师的技能培训,以提升带教水平。

Objective To analyze the current situation and willingness of teachers to teach in the training of assistant general practitioners in frontier ethnic areas,to find problems in the teaching process,and to make suggestions to improve the quality of teaching.Methods Using the cluster sampling method,a questionnaire survey was conducted among 250 teachers in 8 assistant general practitioner training bases in Yunnan province,and 238 valid questionnaires were collected,with an effective rate of 95.20%.Theχ^(2) test and logistic regression were used to explore the factors affecting the willingness to provide education.Results 93.28%of the teachers participated in teaching work;35.89%of them had three or more student.The main reason for teaching was to grow and learn from the pressure of teaching.The main reason that affected the willingness to teach was insufficient education and teaching skills.The logistic regression results showed that teachers who were willing to participate in teacher training were more willing to teach,which were 90.306 times higher than teachers who were unwilling to participate in teacher training(P<0.05,OR=90.306).Conclusion Teachers were willing to teach,but there are still problems such as unreasonable use of teachers,low academic qualifications,and low remuneration for teachers in the process of tea-ching.It is recommended that the base should make reasonable arrangement for teachers to teach,improve the remuneration of teachers,and strengthen the skill training of teachers to improve the level of teaching.