摘要
目的对比带教医生与学生对全科社区见习认知情况。方法对五年制本科临床专业三年级学生160名、社区卫生服务中心的带教老师76名分别进行问卷调查。结果带教老师认为见习课程较为重要的前三位是全科门诊、慢性病管理、家庭病床,学生认为较为重要的是全科门诊、儿童保健、中医康复;带教老师较为感兴趣的见习课程前三位是全科门诊、慢性病管理、家庭病床,学生较为感兴趣的是全科门诊、儿童保健、慢性病管理。65.33%的带教老师认为见习时间应为4周,78.13%的学生认为2周合适;72.00%的带教老师、70.63%的学生认为见习课程安排较为合理。结论带教医师与临床医学生在对于社区全科见习的认知略有差异。
Objective To compare the practical cognition of teachers and students to the general community. Methods 160 cases of junior students in the clinical major of five system and 76 cases of teachers in the community health service center were surveyed by the questionnaires. Results The top three major practical courses were general outpatient, chronic disease management, family sickbed in the eye of the teachers, and general outpatient, healthcare of children, and the rehabilitation of TCM in terms of students, and the top three courses that the teachers were interested in were general outpatient, chronic disease management, family bedside, and the top three courses that the students were interested in were the general outpatient, healthcare of outpatient, and chronic disease management, and the 65.33% of teachers supposed that the practical time was 4 weeks, and 78.13% of students supposed that 2 weeks was suitable, and 72.00% of teachers and 70.63% of students supposed that the practical course arrangement was rational. Conclusion The cognitive strategy of teachers and clinical medical doctors to the community general medicine practice is different.
作者
赵延良
ZHAO Yan-liang(General consulting room,Community Hospital of Changchun Medical College,Jilin,Changchun Province,130031 China)
出处
《中国卫生产业》
2018年第21期129-130,共2页
China Health Industry
关键词
带教医生
全科医学
学生
全科社区见习
认知
Teacher
General medicine
Student
General community practice
Cognition
