全科医学规范化培训住院医师优化能力培养模式探讨及研究

Discussion and Research on Optimal Ability Training Model for Residents in General Medicine Standardized Training

摘要: 目的：探索优化全科医学规范化培训住院医师(简称“全科住培医师”)能力教育培养模式，培养全面发展的全科医生。方法：2020年8月至2021年8月，选取在青岛大学附属医院参加规范化培训的全科医学住院医师共42人，根据年级不同，每个年级随机分为两组，一组为观察组(思政、PBL联合step by step情景模拟法)，一组为对照组(思政 + LBL教学法)，共3个年级。观察组与对照组各21人。采用测验调查方式，主要通过命题考试、迷你临床演练评估(Mini-CEX)、360度测评、满意度问卷调查等方式。根据成绩比较各组对知识掌握熟练度及理论结合实践的能力等。结果：观察组(思政、PBL联合step by step情景模拟法教学法)在命题考试、360度测评结果均优于对照组(思政 + LBL教学法)，差异有统计学意义(P < 0.05)，两组住培医师的Mini-CEX、满意度问卷调查差异无统计学意义(P > 0.05)。结论：思政、PBL联合step by step情景模拟法教学法在全科医学住培医师优化能力培养中效果较好，值得推广，为全科医学的可持续发展奠定基础。

Abstract: Objective: To explore and optimize the ability education and training model for standardized train-ing resident doctors in general practice (referred to as “general resident training doctors”), and train general doctors with all-round development. Methods: From August 2020 to August 2021, a total of 42 general medicine residents participating in standardized training in the Affiliated Hos-pital of Qingdao University were selected. According to different grades, each grade was randomly divided into two groups. The first group was the observation group (step by step scenario simula-tion method combined with Ideological and political Science and PBL). The first group was the control group (ideological and political teaching + LBL teaching method), with a total of 3 grades. Observation group and control group were 21 people each. The test survey method is adopted, mainly through the test, mini-clinical exercise assessment (Mini-CEX), 360-degree assessment, satisfaction questionnaire and other methods. According to the results, the proficiency of each group in mastering knowledge and the ability of combining theory with practice were compared. Results: The observation group (ideological and political teaching combined with PBL and step by step scenario simulation teaching method) had better results in the test and 360-degree assessment than the control group (ideological and political teaching method +LBL teaching method), and the difference was statistically significant (P < 0.05). There was no significant difference in Mini-CEX and satisfac-tion questionnaire between the two groups (P > 0.05). Conclusion: The step by step scenario simu-lation teaching method combined with ideology, politics and PBL has a good effect on the optimization ability training of resident physicians in general practice, which is worth popularizing and lays a foundation for the sustainable development of general practice.