山东省全科医学基地建设及人才培养探讨

发布时间：2018-05-13 06:20

本文选题：全科医学师资 + 全科医生　；参考：《中国全科医学》2017年22期

【摘要】：目的了解目前山东省全科医学基地建设和全科人才培养的现状,发现目前存在的问题并探讨有效解决方法。方法采用分层随机抽样法,在山东省15个地级市、2个副省级市选取一线全科带教师资520例和当前执业范围为全科的全科医师210例,共730例作为研究对象。于2015年5月—2016年9月,采用自行设计的问卷对研究对象进行调查,问卷主要内容为:全科医学师资的基本情况、专业分布、类型、培训对象;全科医师的基本情况、工作岗位、参加培训的类型、再培训的周期及形式。共发放全科带教师资问卷520份,回收有效问卷510份,问卷的有效回收率为98.1%;发放全科医师问卷210份,回收有效问卷203份,问卷的有效回收率为96.7%。结果 510例全科医学带教师资中,主要专业为内科(42.5%,217/510)、全科医学科(14.7%,75/510)及外科(8.0%,41/510);主要师资类型为临床基地专科师资(51.8%,264/510)和临床基地全科师资(42.2%,215/510);主要培训对象为全科住院医师(65.5%,334/510)和社区全科医师(51.2%,261/510)。203例全科医师中,工作岗位主要有内科(42.0%,81/193)、全科医学科(28.0%,54/193)、中医科(8.3%,16/193);参加培训的类型主要为全科住院医师规范化培训(40.9%,83/203)、转岗培训(35.0%,71/203)及骨干培训(32.0%,65/203);其中有189例(93.1%)全科医师认为完成培训的全科医师应该进行再培训,认为再培训的年限应为1年者71例(37.6%),希望再培训形式为短期培训班者135例(71.4%)。结论当前全科医学师资骨干力量为专科带教师资,在培养全科医师过程中应发挥专科带教师资的优势,加强专科带教师资全科思维的培养;工作在全科医学岗位的全科医师人数较少,存在全科医师人才流失的问题,应健全全科医师的激励机制,吸引更多人才从事全科医疗。
[Abstract]:Objective to understand the current situation of general medicine base construction and general medical personnel training in Shandong Province, find out the existing problems and explore effective solutions. Methods the stratified random sampling method was used to select 520 first-line general practice teachers and 210 general practitioners in 15 prefectural cities and 2 sub-provincial cities of Shandong Province. A total of 730 cases were selected as the research objects. From May 2015 to September 2016, a self-designed questionnaire was used to investigate the subjects of the study. The main contents of the questionnaire were as follows: basic information of general medical teachers, professional distribution, types, training subjects, basic information of general practitioners, Job, type of training, cycle and form of retraining. A total of 520 questionnaires were sent out, 510 valid questionnaires were collected, and the effective recovery rate was 98.10.210 general practitioners' questionnaires and 203 valid questionnaires were distributed, and the effective recovery rate of the questionnaires was 96.7%. Results 510 cases of general practice with teachers, The major majors are internal medicine 42.5% 510%, general practice 14.7% 75 / 510) and surgery 8.0% 41.1% 51010; the main types of teachers are clinical base specialist teachers 51.8% 264% 510) and clinical base general practice teachers 42.222215% 51010; the main training targets are general resident doctors 65.5% 334% 510) and community general practitioners 51.221% 510.203 general practitioners. The main types of jobs are 42.00.81 / 1931 in internal medicine, 28.0% in general medicine, 8.33% / 1993 in traditional Chinese medicine, and 40.9% / 80.33% in standardized training for general residents, and 35.071% / 203% in transfer training and 32.020% / 65203% in backbone training. Among them, 189 cases were considered by the general practitioners to have completed the training. General practitioners should be retrained. It is considered that the number of years of retraining should be 71 cases per year, and 135 cases of short-term training courses are expected to be in the form of retraining. Conclusion at present, the backbone of general medicine teachers is specialized teachers. In the process of training general practitioners, we should give full play to the advantages of specialized medical teachers and strengthen the cultivation of general knowledge thinking. The number of general practitioners working in general medicine posts is relatively small, and there exists the problem of general practitioners' brain drain, so we should perfect the incentive mechanism of general practitioners and attract more talents to engage in general practice.
【作者单位】：山东大学齐鲁医院全科医学科;
【基金】：中国全科医生发展专项研究课题
【分类号】：C975;R-4

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