The current status of faculty development in general practice residency training bases in Hebei province
10.3760/cma.j.cn114798-20210314-00243
- VernacularTitle:河北省“5+3”全科住院医师规范化培训师资建设现状分析
- Author:
Min ZHANG
1
;
Weiguo QIAN
;
Shujun LI
;
Zhishan ZHOU
;
Xin XING
;
Rongying WANG
Author Information
1. 河北医科大学第二医院全科医疗科，石家庄 050000
- Keywords:
In service training;
General practice;
Teachers
- From:
Chinese Journal of General Practitioners
2021;20(12):1275-1281
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To analyze the current status of faculty development in general practice residency training bases in Hebei Province.Methods:A questionnaire survey with deep interview was conducted among 79 faculty from 24 general practice residency training bases in Hebei Province during November to December 2020.Results:Among 79 participants, 21 were males (26.58%) and 58 were females (73.42%), 41 (51.90%) of whom were aged 31-40 years; 44 (55.70%) were general practitioners, and 35 (44.30%) were specialists. There were no significant differences in sex, age, education background, professional title, between faculty with general practice background and specialist background (all P>0.05); while there were significant differences in job-transfer training, teaching training for general practice, the training form, teaching method grasped, understanding the work contents of general practice, the view and prospect for general practice between general practitioner faculty and specialist faculty (all P<0.05). The score of ward round teaching of general practice faculty was significantly higher than that of specialist faculty ( P<0.05) The interview showed that all faculty members were willing to teach, most of them had increased work pressure after engagement in teaching, and there was lack of incentive policies for teaching in some bases. Conclusions:The current status of faculty development in the general practice residency training base in Hebei Province is basically satisfactory, but there is lack of general practice training for faculty with specialist background; the professional identity of general practitioner need to be enhanced, and their status and treatment need to be improved.
