Preliminary exploration of the effectiveness of learning group teaching method in the standardized training of general practice residents based on primary care guidelines for the diagnosis and treatment of common diseases
10.3760/cma.j.cn114798-20250807-00944
- VernacularTitle:基于基层常见疾病诊疗指南的全科住培学习小组教学法实施效果初探
- Author:
Xueqin LI
1
;
Gongcheng WANG
;
Ju LI
;
Zhenghong LU
Author Information
1. 南京医科大学附属淮安第一医院全科医学科，淮安 223300
- Publication Type:Journal Article
- Keywords:
Hospitals, teaching;
General practitioner;
Guidebooks
- From:
Chinese Journal of General Practitioners
2025;24(10):1227-1231
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the effectiveness of applying the learning group teaching method based on primary care guidelines for diagnosis and treatment of common diseases in the standardized training of general practice residents (referred to as "general practice resident training").Methods:This study was a randomized controlled trial. A total of 48 trainees enrolled in the general practice residency program at the Affiliated Huai′an No.1 People′s Hospital of Nanjing Medical University from September 2023 to August 2024 were included. They were divided into the observation group and the control group using a random number table method, with 24 trainees in each group. At baseline, general information such as age, sex, and education level of the trainees was collected, and their relevant theoretical knowledge was assessed. The control group trainees were intervened using the traditional teaching method, while the observation group trainees were intervened using the learning group teaching method based on the diagnosis and treatment guidelines for common diseases at primary care level. The teaching activities lasted for 1 year, with sessions held once a month, for a total of 12 sessions. At the end of the intervention, all trainees were assessed on theoretical knowledge, case analysis, and clinical skills. In addition, questionnaires were used separately to survey the trainees′ satisfaction in both groups, as well as the teaching satisfaction of instructors in the observation group.Results:The observation group included 18 females (75%), with a median age of 25 (24, 26) years, while the control group had 16 females (67%), with a median age of 25 (24, 26) years. There was no statistically significant difference in the age, proportion of female trainees, proportion of rural order oriented free medical students, proportion of undergraduate students, proportion of first-year trainees, and theoretical knowledge test scores before the implementation of intervention measures between the two groups of trainees (all P>0.05). At the end of the intervention, the theoretical knowledge, case analysis, and clinical skill test scores of the observation group were higher than those of the control group (all P<0.05). All 48 trainees participated in the survey. The observation group trainees were found to be more satisfied than the control group with the teaching methods, knowledge mastery, clinical diagnosis and treatment thinking, stimulation of learning interest, self-learning ability, teaching interest, interpersonal communication ability, teamwork ability, and community problem-solving ability (all P<0.05). Of the four teachers in the observation group who participated in the satisfaction survey, all expressed satisfaction with the teaching method and its content. They all believed that the teaching method helped them to broaden their teaching ideas and improve their teaching abilities and skills. Conclusions:The learning group teaching method, which is based on the diagnosis and treatment guidelines for common diseases at primary care level, can effectively enhance the theoretical knowledge, case analysis ability, and clinical skills of the trainees. This teaching method is highly effective, with both trainees and teachers expressing great satisfaction.
