摘要
目的调查全科师资客观结构化教学评估(OSTE)的使用需求,了解其常见教学场景和方法,以便后续OSTE考站设计。方法2016年4月对参加全国全科医学骨干师资培训班的161名临床师资和110名基层实践师资进行网络和纸质问卷调查,调查内容包括基本资料、OSTE使用需求、临床教学场景出现频率和教学方法使用频率。结果86.3%(234/271)选择"愿意使用OSTE评估教学能力",92.3%(250/271)选择"愿意使用OSTE来培训教学能力"。临床师资中选择"曾有上级师资观察过其教学过程并提出反馈意见"的比例高于基层实践师资[68.3%(110/161)比40.9%(45/110),χ2=20.060,P<0.001]。临床教学场景出现频率中选择"经常"和"总是"的合计比例较高者为"指导学生修改病历"64.6%(175/271)、"教授医患沟通的技巧"60.9%(165/271)、"观察学生的某次临床诊疗过程,并给予反馈"57.9%(157/271),两类师资相比差异无统计学意义(均P>0.01)。教学或评估方法使用频率中选择"经常"和"总是"的合计比例较高者为"临床教师评语"60.9%(165/271)、"笔试形式的知识测验"52.4%(142/271)、"基于问题的学习"38.0%(103/271),两类师资相比差异亦无统计学意义(均P>0.01)。结论全科师资中OSTE评估和培训需求强烈。考站设计应根据调查结果选择临床常用教学场景和方法,无需区分临床师资和基层实践师资间的差别。
Objective To survey the requirement of objective structured teaching evaluation (OSTE) use for general practice (GP) trainers and the station design.Methods A questionnaire survey on the requirement of OSTE use was conducted among 161 hospital trainers and 110 community trainers from a national key GP trainers training workship in April 2016. The survey included basic information, OSTE use requirements, frequency of clinical teaching scenarios, and frequency of teaching methods.Results The survey showed that 86.3% (234/271) of trainers were willing to use OSTE for assessing teaching competence and 92.3% (250/271) for training teaching competence. The proportion of "having been observed and being given feedback from superior trainers for teaching process" was higher in hospital trainers than that in community trainers [68.3% (110/161) vs. 40.9% (45/110) , χ2=20.060, P<0.001]. In the part of frequency of teaching scenarios, the proportion of "often" plus "always" was higher in "instructing students to write the medical records" [64.6%(175/271)], "teaching doctor-patient communication skills" [60.9%(165/271)] and "observing students′ consultation and giving feedback" [57.9%(157/271)];there were no significant differences in above questions between the two types of trainers (all P>0.01). In the part of frequency of teaching methods, the proportion of "often" plus "always" was higher in "clinical supervisor′s report" [60.9%(165/271)], "applied knowledge test" [52.4%(142/271)] and "problem-based learning" [38.0%(103/271)];there were no significant differences in above questions between the two types of trainers (all P>0.01).Conclusion The requirements of assessment and training by using OSTE are strong in GP trainers. The OSTE stations should be designed based on the routine teaching scenarios and methods for both hospital trainers and community trainers without discriminations.
作者
顾杰
王天浩
任利民
潘志刚
祝墡珠
Gu Jie;Wang Tianhao;Ren Limin;Pan Zhigang;Zhu Shanzhu(Department of General Practice,Zhongshan Hospital,Fudan University,Shanghai 200032,China)
出处
《中华全科医师杂志》
2019年第1期36-41,共6页
Chinese Journal of General Practitioners
基金
教育部人文社会科学研究青年基金项目(15YJC880019)
上海市卫生和计划生育委员会重要薄弱学科建设全科医学项目(2015ZB0601).
