“双师型”培训模式在康复医学住院医师规范化培训中的应用及效果观察
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摘要
目的:探索"双师型"(康复医生导师和护理导师各一名)培训模式在康复医学住院医师规范化培训中的应用效果及可行性。方法:将10名规范化培训的康复医学住院医师随机分成2组,每组5人,入科第一年,对照组采用一对一培训模式,即一名中级及以上康复医生导师负责一名规范化培训的康复医学住院医师的理论知识和实践技能操作等培训及考核;实验组采取"双师型"培训模式,即中级及以上医护导师各一名,对一名规范化培训的康复医学住院医师的理论知识和实践技能操作等实行医护联合培训。对两组规范化培训的康复医学住院医师培训后手卫生依从性、培训前后考核成绩、执业医师实践技能考试通过率、住院医师对两种培训模式的满意度进行比较。结果:培训前两组实践技能操作考核无明显差异,统计学无意义(p>0.05);培训后,实验组规范化培训的康复医学住院医师手卫生依从性、实践技能考核成绩、执业医师实践技能考试通过率和对培训模式满意度均高于对照组,统计学有意义(P<0.05)。结论:"双师型"培训模式即医护联合培训模式,可使规范化培训的康复医学住院医师掌握的理论知识更专业和全面,技能操作更规范,更能提高其执业医师实践技能考试的通过率及对培训的满意度。
Objective:To explore the effect and feasibility of a training mode(double tutors mode) in standardized training of the rehabilitation medicine residents. Methods: In the first year, ten rehabilitation medicine residents receiving standardized training of residents were randomly divided into control group and experiment group, with five in each group. Every risident in the control group only received training and assessment about theoretical knowledge and practical skills from a single rehabilitation doctor tutor with an intermediate title or above.The experimental group adopted the double tutors mode that every risident received additional training and assessment from an nurse tutor with an intermediate title or above.The hand hygiene compliance, examination results,passing rate of practicing physician practice skill examination and satisfaction degree of the risidents about the two modes were compared between the two groups. Results; Before training, the two groups showed no significant difference in basic operation examination(p>0.05); the hand hygiene compliance, examination results,passing rate of practicing physician practice skill examination and satisfaction degree of the experiment group were higher than the control group(P<0.05).Conclusion; Compared with the control group; double tutors mode can make the theoretical knowledge the rehabilitation medicine risidents learned more professional and comprehensive, practice skills more standardized, and improve the passing rate of practicing physician practice skill examination and the satisfaction degree about the standardized training.
Objective:To explore the effect and feasibility of a training mode(double tutors mode) in standardized training of the rehabilitation medicine residents. Methods: In the first year, ten rehabilitation medicine residents receiving standardized training of residents were randomly divided into control group and experiment group, with five in each group. Every risident in the control group only received training and assessment about theoretical knowledge and practical skills from a single rehabilitation doctor tutor with an intermediate title or above.The experimental group adopted the double tutors mode that every risident received additional training and assessment from an nurse tutor with an intermediate title or above.The hand hygiene compliance, examination results,passing rate of practicing physician practice skill examination and satisfaction degree of the risidents about the two modes were compared between the two groups. Results; Before training, the two groups showed no significant difference in basic operation examination(p>0.05); the hand hygiene compliance, examination results,passing rate of practicing physician practice skill examination and satisfaction degree of the experiment group were higher than the control group(P<0.05).Conclusion; Compared with the control group; double tutors mode can make the theoretical knowledge the rehabilitation medicine risidents learned more professional and comprehensive, practice skills more standardized, and improve the passing rate of practicing physician practice skill examination and the satisfaction degree about the standardized training.
引文
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[2]黄伟,李雪萍,翟晓红.以执业医师技能考试为导向加强诊断学教学改革[J].西北医学教育,2005,13(4):446-447.
[3]方吕,张勘.上海市住院医师规范化培训的实践与探讨[J].中华医院管理杂志,2015(12):894-896.
[4]王君,宋玫,高鹏,等.北京市住院医师规范化培训后能力改善情况调查[J].中华医院管理杂志,2015,31(12):905-909.
[5]高鹏,王君,顾泽龙,等.北京市住院医师规范化培训指导医师队伍横断面调查[J].中国医院,2015,19(8):34-36.
[6]李菁,绳宇,邓寒羽,等.护理青年专职教师双路径导师制临床实践模式的研究[J].中华护理杂志,2014,49(5):580-583.
[7]查道德.论高职护理专业“双师型”师资队伍的建设[J].淮北职业技术学院学报,2010,9(5):96-97.
[8]赵莉,雷蓉,邓力,等.医学院校“双师型”护理师资队伍建设中的问题与对策探讨[J].重庆医学,2014,43(17):2242-2243.
[9]于雯,杨瑞贞,李秀丽,等.在校专职护理教师与临床护理带教教师胜任力比较研究[J].护理研究,2013,27(13):1197-1199.
[10]汪宏杰,刘莉.从马斯洛需要层次理论角度探讨护理专职教师临床实践的影响因素[J].齐齐哈尔医学院学报,2012,33(8):1048-1049.
[11]秦捷.地方本科高校双师双能型教师队伍建设问题研究[J].创新与创业教育,2016,7(2):135-137.
[12]Osler. on the growth of a Profession[J].Canada Mec Surg J.1885-1886,14:129.
[13]张皓,王晓艳,张婷婷,等.北京市康复医学科住院医师规范化培训结业考核结果分析[J].中国康复理论与实践,2017,23(4):494-496.