医教协同背景下全科住院医师规范化培训带教师资对职业置信行为的知信行调查  

A knowledge, attitude and practice survey on the entrustable professional activities of general practitioner residents by clinical teachers in the context of medical-educational collaboration

作　　者：魏星 王洪键 王星月[3,4] 包骥 陈淑玲[5] WEI Xing;WANG Hongjian;WANG Xingyue;BAO Ji;CHEN Shuling(Molecular and Translational Medicine Laboratory,West China Institutes for Women and Children's Health,West China Second University Hospital,Sichuan University,Chengdu 610041,P.R.China;West China School of Public Health,Sichuan University/West China Fourth Hospital,Sichuan University,Chengdu 610041,P.R.China;Department of Post Graduate Students,West China School of Medicine,Sichuan University/West China Hospital,Sichuan University,Chengdu610041,P.R.China;Public Health Comprehensive Clinical Center of Sichuan Province(Under Construction),Chengdu 610000,P.R.China;Chinese Medical Doctor Association,Beijing 10071,P.R.China)

机构地区：[1]四川大学华西第二医院西部妇幼医学研究院分子与转化医学实验室,成都610041 [2]四川大学华西公共卫生学院/四川大学华西第四医院,成都610041 [3]四川大学华西临床医学院研究生部/四川大学华西医院,成都610041 [4]四川省公共卫生综合临床中心(筹),成都610000 [5]中国医师协会,北京100071

出　　处：《中国循证医学杂志》2023年第10期1212-1217,共6页Chinese Journal of Evidence-based Medicine

基　　金：2021年全国全科医学教育教学研究课题(编号:B-YXGP20210402-01);2021年四川大学研究生教育教学改革研究项目(编号:GSSCU2021036);川北医学院2020年度四川省基层卫生事业发展研究中心资助项目(编号:SWFZ20-Z-002)。

摘　　要：目的 了解当前全科住院医师(含全科专硕)规范化培训评价体系的特点和不足,分析带教医师对职业置信行为(EPAs)的认知和态度,并探讨建立全科住院医师EPAs评价考核体系的可行方案。方法 采用问卷调查法,对158位临床带教师资进行调查,分析当前全科住院医师的规范化培训评价体系现状,以及带教医师对EPAs的了解程度和建议。结果 现阶段对受训全科住院医师的考核较为普遍,但存在书面化、单一化、形式化等问题;培训前带教医师对EPAs的认知率仅为15.9%,培训后带教医师对EPAs的认知率上升至71.51%,EPAs体系可以在短期内提高了解水平、快速投入运用(P<0.001),师资在认可EPAs理念的同时提出精简EPAs的建议。结论 针对当前全科住院医师规范化培训评价体系的短板,应该开展针对性的EPAs设计工作,建立精简、实用的全科住院医师的EPAs评价体系。此外,应该加强师资对EPAs的宣传和培训,以提高师资的教学胜任力并保障全科医学教育的产出成果。Objective This study aimed to explore the characteristics and deficiencies of the current standardized training evaluation system for general practitioners(including professional master's degrees), analyze the awareness and attitudes of teaching physicians toward entrustable professional activities(EPAs), and to explore feasible solutions for establishing an EPAs evaluation and assessment system for general practitioners in training. Methods This study used a questionnaire survey to investigate 158 clinical teaching professionals, analyzed the current status of the standardized training evaluation system for general practitioners, and explored the level of understanding and opinions of teaching physicians on EPAs. Results Currently, there were many assessments for trained general practitioner residents,but there were problems with excessive formalization, single assessment methods, and a focus on written assessments. The recognition rate of EPAs among preceptors before training was only 15.9%, which increased to 71.51% after training. The EPA system could improve understanding and facilitate rapid implementation in the short term(P<0.001). While recognizing the concept of EPAs, preceptors also suggested simplifying the EPA system. Conclusion To address the shortcomings of the current standardized training evaluation system for general practitioners, targeted work should be carried out to design EPAs for professional confidence behaviors. A concise and practical EPAs evaluation system should be established for general practitioners. In addition, teaching staff should be trained and educated on EPAs to improve their teaching competence and ensure the output of general medical education.

关 键 词：全科住院医师 专业学位硕士研究生 临床带教师资 导师 职业置信行为 教学评价 

分 类 号：R-4[医药卫生] C975[经济管理—劳动经济]