摘要
目的为加强全科医师人才队伍建设和体现全科医学人文特色,本研究通过深化全科医师规范化培训中人文素质教育的改革实践,探讨其实用成效及推广意义。方法以2011—2013级同济大学医学院全科医学系119名全科规范化培训学员为研究对象,将培训前人文素质综合测评成绩作为基线,通过丰富教学内容、革新教学形式、优化考评办法一系列改革后,根据培训后测评的人文素质综合成绩及反馈问卷结果 ,评价教学改革成效。使用Epi Data录入数据,采用SPSS 20.0进行统计分析,计量资料以(x±s)表示,均数比较用t检验,P<0.05为差异有统计学意义。结果全科规培学员人文综合测评成绩较培训前有显著性升高(t=3.25,P<0.01);反馈调查问卷提示帮助最大的培训内容是:临床案例,平均需求度评分4.5分(满分5分),认为最有吸引力的培训形式是模拟场景、角色扮演,平均需求度评分4.2分(满分5分)。结论在全科医师规范化培训过程中,采取综合性改革措施能较好地提高全科规培学员人文素质,但推广改革成效还需提高学科重视度和加大教学资源的投入。
Objective To practice the humanistic education in standardized training of general practitioner, and evaluate achievements and popularization value of the reform measures. Methods 119 trainees from 2011 - 2013 were recruited and their humanities accomplishment before the training were comprehensively evaluated. The teaching reform measures practiced in the standardized training of general practitioner included teaching contents adjustment, teaching mode reformation, optimization of evaluation methods, and other actions. The achievement of teaching reform was assessed based on the humanities accomplishment and feedback questionnaire after the training. Results The scores for humanities accom- plishment were significant improved（ t = 3.25, P 〈 0.01 ）. The feedback questionnaire revealed that clinical cases teaching was the most helpful content in the training, with an average requirement score of 4.5 （ total 5 ） , and simulative scenes and role play were the most attractive teaching mode with an average requirement score of 4.2 （ total 5）. Condusion In the course of clinical training, humanistic quality can be effectively cultivated by comprehensive measures. But the promotion of reforms needed to increase the degree of academic attention and increase teaching resources.
出处
《中华全科医学》
2015年第4期658-660,共3页
Chinese Journal of General Practice
基金
中华医学会医学教育分会
中国高等教育学会医学教育专业委员会2012年度医学教育研究立项课题(2012-QK-11)
关键词
全科医师规范化培训
人文素质
改革措施
成效
Standardized training of General practitioner
Humanistic quality
Reform measures and achievements
