The evaluation of training effectiveness and analysis of influencing factors for community faculty of general practitioners
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摘要:
目的 本研究旨在评价全科医师社区师资培训的实施效果，识别影响培训的关键因素，并基于结果提出优化培训模式的建议，以提高社区师资培训的实际成效。 方法 采用问卷调查法，对参加2021年云南大学附属医院全科住院医师规范化培训骨干师资培训班中的45名社区师资学员进行调查。 结果 在师资培训班满意度评价方面：75.6%(34/45)的学员对课程内容表示非常满意，22.2%(10/45)表示满意，2.2%(1/45)表示一般；53.3%(24/45)的学员对师资培训班改变自身知识结构表示非常满意，44.4%(20/45)表示满意，2.2%(1/45)表示一般；在能力提升评价方面：100.0%(45/45)的学员认为培训有助于带教能力的提升，95.6%(43/45)认为培训有助于慢性病管理能力的提升，但认为对提升科研能力有帮助的仅占88.9%(40/45)；且研究表明，学员在师资培训前后对课程内容了解程度存在差异；其中，线上培训方式为影响师资培训效果的首位因素，其次是工作与学习相矛盾；学员对最优教学方法的需求依次是参与式教学、案例教学、传统教学；学员培训前后每半年带教人数及开展教学活动次数存在差异。 结论 定期举办全科医师师资培训班能够有效提升社区师资的知识水平、临床带教能力和慢性病管理能力。培训应注重科研意识及科研能力的培养，采用线上线下相结合的方式，更多运用案例教学和参与式教学，提高内容的适用性和参与度，确保培训质量，打造高素质的全科医师社区师资队伍。 Abstract:Objective To evaluate the effectiveness of faculty training for community-based general practitioners, identify key factors influencing the training outcomes, and propose recommendations for optimizing the training model based on the findings to enhance the practical effectiveness of community faculty training. Methods The present study employed a questionnaire survey method, targeting 45 "community faculty trainees" who participated in the 2021 core faculty training program for standardized general practice residency at Yunnan University Affiliated Hospital. Results The survey results indicated that 75.6% (34/45) of trainees expressed high levels of satisfaction with the course content, 22.2% (10/45) indicated satisfaction, and 2.2% (1/45) provided an average rating. For knowledge structure improvement, 53.3% (24/45) expressed very high levels of satisfaction, 44.4% (20/45)indicated satisfaction, and 2.2% (1/45) assigned an average rating. All trainees reported an improvement in their teaching abilities improved, 95.6% (43/45) noted better chronic disease management skills. However, only 88.9% (40/45) observed an improvement in their research skills. The training significantly improved understanding of course content, with key factors influencing effectiveness being the online format, work-study conflicts, and the learners ' attitudes. The preferred teaching methods of trainees were participatory teaching, followed by case-based and traditional methods. Furthermore, a divergence in teaching frequency and trainee numbers before and after training was observed. Conclusion The regular implementation of faculty training programs for general practitioners has been demonstrated can effectively enhance the community faculty ' s knowledge level, clinical teaching skills and chronic disease management capabilities. The training program should emphasize the cultivation of research awareness and research capabilities, employing a blended approach of online and offline methods. It should incorporate more case-based teaching and participatory teaching to enhance the relevance and engagement of the content. This will ensure the quality of the training and will also develop a highly qualified community faculty team for general practitioners. -
Key words:
- General practitioners /
- Community /
- Faculty training /
- Effectiveness evaluation
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表 1 参培学员在培训前后对课程内容的了解程度
Table 1. Participants' knowledge level of course content before and after training
培训内容 时间 完全不了解[例(%)] 了解一点[例(%)] 了解[例(%)] 部分了解[例(%)] 完全了解[例(%)] 评分(x±s) t值 P值 全科教学查房规范解读 培训前 3(6.7) 10(22.2) 10(22.2) 14(31.1) 8(17.8) 3.310±1.203 -5.360 ＜0.001 培训后 1(2.2) 1(2.2) 10(22.2) 9(20.0) 24(53.3) 4.200±1.014 全科门诊教学规范解读 培训前 3(6.7) 11(24.4) 11(24.4) 11(24.4) 9(20.0) 3.270±1.232 -5.237 ＜0.001 培训后 1(2.2) 2(4.4) 9(20.0) 7(15.6) 26(57.8) 4.220±1.064 基层师资带教实践 培训前 2(4.4) 7(15.6) 12(26.7) 15(33.3) 9(20.0) 3.490±1.121 -5.432 ＜0.001 培训后 1(2.2) 1(2.2) 9(20.0) 9(20.0) 25(55.6) 4.240±1.004 全科临床思维——以“晕厥”症状为例 培训前 1(2.2) 10(22.2) 15(33.3) 10(22.2) 9(20.0) 3.360±1.111 -5.933 ＜0.001 培训后 1(2.2) 1(2.2) 9(20.0) 9(20.0) 25(55.6) 4.240±1.004 全科专业基地评估 培训前 4(8.9) 7(15.6) 11(24.4) 14(31.1) 9(20.0) 3.380±1.230 -4.472 ＜0.001 培训后 0 3(6.7) 11(24.4) 12(26.7) 19(42.2) 4.040±0.976 如何规范建立全科基地档案 培训前 7(15.6) 8(17.8) 11(24.4) 10(22.2) 9(20.0) 3.130±1.358 -6.500 ＜0.001 培训后 1(2.2) 4(8.9) 9(20.0) 11(24.4) 20(44.4) 4.000±1.108 医学教育与全科人才培养 培训前 4(8.9) 9(20.0) 10(22.2) 12(26.7) 10(22.2) 3.330±1.279 -5.295 ＜0.001 培训后 0 3(6.7) 11(24.4) 10(22.2) 21(46.7) 4.090±0.996 全科住培精细化管理 培训前 6(13.3) 9(20.0) 9(20.0) 12(26.7) 9(20.0) 3.200±1.342 -5.319 ＜0.001 培训后 1(2.2) 4(8.9) 7(15.6) 13(28.9) 20(44.4) 4.040±1.086 全科“分层递进”的教学实践 培训前 6(13.3) 8(17.8) 11(24.4) 13(28.9) 7(15.6) 3.160±1.278 -5.319 ＜0.001 培训后 1(2.2) 3(6.7) 8(17.8) 12(26.7) 21(46.7) 4.090±1.062 
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表 2 师资培训前后45名参培学员每半年开展教学情况比较[例(%)]
Table 2. Comparison of teaching activities conducted semi-annually by 45 trainees before and after teacher training[cases(%)]
时间 0次 1~3次 4~5次 ＞5次 评分(x±s) t值 P值 培训前 10(22.2) 33(73.3) 2(4.4) 0 1.820±0.490 8.340 ＜0.001 培训后 1(2.2) 18(40.0) 17(37.8) 9(20.0) 2.760±0.802
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表 3 师资培训前后45名参培学员每半年带教人数比较[例(%)]
Table 3. Comparison of the number of trainees mentored semi-annually by 45 participants before and after teacher training[case(%)]
时间 0人 1~5人 6~10人 ＞10人 评分(x±s) t值 P值 培训前 11(24.4) 26(57.8) 5(11.1) 3(6.7) 2.000±0.798 4.811 ＜0.001 培训后 1(2.2) 22(48.9) 16(35.6) 6(13.3) 2.600±0.751
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