带教医生与学生对全科社区见习认知对比分析

带教医生与学生对全科社区见习认知对比分析

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。

标签： 带教医生；全科医学；学生；全科社区见习；认知

Comparative Analysis of Practical Cognition of Teachers and Students to the General Community

ZHAO Yan-liang

General consulting room， Community Hospital of Changchun Medical College，Jilin，Changchun Province，130031 China

[Abstract] 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.

[Key words] Teacher； General medicine； Student； General community practice； Cognition

社區卫生服务是我国居民享受医疗保健、疾病预防等医疗服务的重要模式，全科医生培养是医学院校为适合社区卫生服务而培养的医学人才，也是我国深化

医药卫生体制改革和提升基本医疗卫生服务的治本之策[1]。在全科医生的培养中，社区见习阶段是一个重要的环节，而在阶段中，全科社区师资承担着实践指导的重要职责。目前，由于全科医学社区见习课程体系还不够完善，从学生角度进行调研，以了解其对全科社区见习课程的差异，为制定相关措施提供依据。

1 资料与方法

1.1 一般资料

选择在社区见习的五年制本科临床专业三年级学生160名进行问卷调查，男生71名，女生89名，年龄19～25岁，平均（20.17±3.29）岁。发放问卷160份，收回有效问卷160份，有效率为100.00%。同时对该市社区卫生服务中心的带教老师76名进行调查，发放问卷76份，份，收回有效问卷75份，有效率为98.68%。75人中，男42名，女33名，年龄29～62岁，平均（48.44±4.51）岁。

1.2 方法

自行设计调查问卷，内容包括见习课程的重要性、兴趣、课程课时安排、时间安排，分别对学生和带教老师进行调查。社区见习课程的认知分为非常不重要、不重要、一般、较为重要、非常重要分别计为1、2、3、4、5分，很没兴趣、没兴趣、一般、较有兴趣、非常有兴趣分别计为1、2、3、4、5分。