大医院对基层医院组团式教学效果的调查报告

Investigation report on the effect of large hospital's group teaching in a hospital located in the remote area

目的 评估北京大学第三医院(北医三院)对基层医院组团式教学的效果.方法 2016至2017年北医三院19名医务人员对口支援甘肃省环县人民医院,分别进行了理论授课、临床技能指导、会诊、义诊、门诊、教学查房等多种支援方式.采用问卷调查方法,了解环县人民医院155名临床一线工作人员对组团式教学效果的主观评价、最受欢迎的教学方式及教学内容;并通过比较支援前(2014至2015年)和支援后(2016至2017年)医院每月门诊患者数、住院患者数及手术患者数等客观数据,评估对口支援教学的效果.结果 155名医务人员中有114名所在科室接受过专家培训,认为对口支援对临床工作帮助很大的医务人员比例〔58.8% (67/114)〕明显多于认为没有帮助〔9.6%(11/114)〕、有一点帮助〔16.7%(19/114)〕、帮助还可以〔14.9%(17/114)〕的比例(χ2=94.082,P=0.000);支援后月门诊患者数(例次:43816.5±3406.9比37319.5±4302.1)、月住院患者数(例次:2978.3±235.1比2250.9±218.1)均较支援前明显增加(均P<0.05),支援后对月手术量无明显影响(例次:449.8±107.3比459.0±85.4,P>0.05).调查显示:医务人员需求最高的教学方式为理论授课,占65.8%(102/155);其次为教学查房,占50.3%(78/155);门诊教学需要比例最少,占18.1%(28/155).医务人员对教学内容需求的比例从高到低依次为学习最新医疗技术〔76.8%(119/155)〕、学习医学前沿知识〔68.4% (106/155)〕、规范诊疗流程〔67.7%(105/155)〕、培养临床思维〔66.5%(103/155)〕、传授手术及其他操作技能〔56.1%(87/155)〕.结论 教学培养合格的卫生人才是基层医院发展的关键,根据基层医院需要,因地制宜,建立长期合作机制,才能全面提高基层医务人员的职业素养,提高基层医院的综合实力.

Objective To evaluate the effectiveness of group teaching of Third Hospital of Peking University (Beijing Medical Third Hospital) for a hospital located in remote area. Methods From 2016 to 2017, 19 medical staff from Peking University Third Hospital gave their support to Huanxian People's Hospital and provided respectively the theoretical support, guidance of clinical skills, medical consultation, free paid clinic, outpatient service, and teaching rounds, etc. A questionnaire survey was carried out to realize the subjective evaluation of the 155 clinical front-line staff who had participated in the class regarding the effect of group teaching and the most welcome teaching mode and contents; the objective data on the monthly outpatient visits, number of patients admitted into the hospital, the number of surgical patients, etc were calculated and compared between the pre-support (2014 to 2015) and post-support (2016 to 2017) period to evaluate the effect of counterpart support. Results One hundred and fourteen of the 155 medical staff in their respective departments were trained by the experts, and the percentage of medical staff believed that the counterpart support helped clinical work very much accounting for [58.8% (67/114)] being significantly higher than those who considered of no help [9.6% (11/114)], a little help [16.7% (19/114)] and some help [14.9% (17/114), χ2= 94.082, P = 0.000]; after support, the number of monthly outpatient visits compared to that of pre-support period (case times:43 816.5±3 406.9 vs. 37 319.5±4 302.1) and the number of monthly patients hospitalized compared to that of pre-support period (case times: 2 978.3±235.1 vs. 2 250.9±218.1) were significantly higher than those before the support (all P < 0.05), no statistical significant difference in monthly surgery volume (case times: 449.8±107.3 vs. 459.0±85.4, P > 0.05) between the above 2 periods was seen. The survey showed that the mostly demanding teaching method was theoretical teaching [65.8% (102/155)], followed by teaching rounds [50.3% (78/155)] and outpatient teaching the least (18.1% (28/155))That the ratios of various teaching contents with their sequence from high to low the medical personnel required were as follows: to learn new technologies [76.8% (119/155)], medical frontier knowledge [68.4% (106/155)], and standard diagnosis and treatment manipulations [67.7% (105/155)], cultivation of clinical thinking [66.5% (103/155)] and passing on surgical skills (56.1% (87/155))There were statistical significant differences between each teaching method and teaching content (all P < 0.05). Conclusions Teaching to cultivate qualified health personnel is the key to the development of hospitals located in remote areas, according to their needs, combining local conditions and the establishment of long-term cooperation mechanisms, we can comprehensively improve the professional quality of medical personnel and the overall strength of hospitals located in remote areas.