引用本文:王桂芝,玛依拉·买买提,马雪宁,热伊拉·吾斯曼,王霞,徐培兰.King互动达标理论结合目标设置对全科医师规培效果的影响[J].中华医学教育探索杂志,2022,21(7):925-929
King互动达标理论结合目标设置对全科医师规培效果的影响
Influence of King's theory of goal attainment combined with goal setting on the effect of standardized training of general practitioners
DOI:10.3760/cma.j.cn116021-20210418-00935
中文关键词:  King互动达标理论  目标设置  规范化培训  全科医师
英文关键词:King's theory of goal attainment  Goal setting  Standardized training  General practitioner
基金项目:新疆医科大学第六附属医院教学改革研究课题项目(LFYJG201902)
作者单位E-mail
王桂芝 1新疆医科大学第六临床医学院(第六附属医院)教学科研办乌鲁木齐 830002  
玛依拉·买买提 1新疆医科大学第六临床医学院(第六附属医院)教学科研办乌鲁木齐 830002  
马雪宁 1新疆医科大学第六临床医学院(第六附属医院)教学科研办乌鲁木齐 830002  
热伊拉·吾斯曼 1新疆医科大学第六临床医学院(第六附属医院)教学科研办乌鲁木齐 830002  
王霞 2新疆医科大学第五临床医学院(第五附属医院)教学科研办乌鲁木齐 830011  
徐培兰 3新疆维吾尔自治区卫生健康委科技教育处乌鲁木齐 830000 771574491@qq.com 
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中文摘要:
      目的 探究King互动达标理论结合目标设置对全科医师规范化培训(简称"规培")效果的影响。方法 将2019年1月至2020年1月在新疆医科大学第五附属医院进行规培的39名全科医师归为对照组,采用传统教学。将同期在新疆医科大学第六附属医院进行规培的42名全科医师归为研究组,采用King互动达标理论结合目标设置的教学。对比规培后理论知识与操作技能成绩、规培前后临床综合能力的变化以及教学认可度。采用SPSS 25.0进行t检验和卡方检验。结果 规培后研究组的理论知识、操作技能评分均高于对照组[(92.83±5.62)vs.(85.47±12.11);(90.15±7.22)vs.(83.36±11.24)]。规培前两组问诊与沟通能力、解决问题能力、全科医疗思维能力、辅助检查结果判读能力、临床分析决断能力、团队协作能力、社区常见病诊疗能力、人文关怀能力各项评分差异均无统计学意义(P>0.05);规培后上述评分均较规培前上升(P<0.05),且研究组高于对照组(P<0.05)。研究组对教学的总认可度为95.24%(40/42),高于对照组76.92%(30/39),差异有统计学意义(P<0.05)。结论 King互动达标理论结合目标设置的教学方法应用于全科医师规培,能有效提升全科医师的理论知识和操作技能水平、临床综合能力以及对教学的认可度。
英文摘要:
      Objective To explore the impact of King's theory of goal attainment combined with goal setting on the effect of standardized training of general practitioners. Methods A total of 39 general practitioners who underwent the standardized training in The Fifth Affiliated Hospital of Xinjiang Medical University from January 2019 to January 2020 were classified as control group, and traditional teaching was adopted. Another 42 general practitioners who underwent the training in The Sixth Affiliated Hospital of Xinjiang Medical University during the same period were classified as a research group, and the teaching based on King's theory of goal attainment combined with goal setting was adopted. The theoretical knowledge and operational skills scores, changes in clinical comprehensive ability before and after the training, and teaching recognition were compared between the two groups. SPSS 25.0 was used for t test and chi-square test. Results After the training, the scores of theoretical knowledge and operation skills of the research group were both higher than those of the control group [(92.83±5.62) vs. (85.47±12.11); (90.15±7.22) vs.(83.36±11.24)]. There was no significant difference between the two groups in the scores of inquiry and communication ability, problem-solving ability, general medical thinking ability, interpretation ability of auxiliary examination results, clinical analysis and decision-making ability, team cooperation ability, community common disease diagnosis and treatment ability and humanistic care ability before the training (P>0.05); the above scores were all improved after the training (P<0.05), and the above scores of the research group were significantly higher than those of the control group (P<0.05). The total recognition of teaching in the research group was 95.24%(40/42), which was significantly higher than that 76.92%(30/39) in the control group (P<0.05). Conclusion The application of King's theory of goal attainment combined with goal setting in standardized training of general practitioners can effectively improve the level of general practitioners' theoretical knowledge, operational skills, clinical comprehensive ability and recognition of teaching.
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