The training of clinical teachers of general medicine is a key part of the construction of general medicine in our country. However, there is no existing mode for reference. West China Hospital of Sichuan University has completed one of the "Key National Public Health Projects-Training of Clinical Teachers of General Medicine in Sichuan Province". The project has searched for proper way in designing the teaching mode, organizing teaching resources, teaching evaluation and feedback, and training monitoring and management. Problems encountered during the process were analyzed and discussed for corresponding countermeasures. We believe this could be an experience for the future training to improve the quality in training clinical teachers of general medicine.
ObjectiveTo construct the general practice tutors’ ability system in community training bases under the background of hospital-community integrated teaching of general practice.Methods From January to April 2021, literature analysis, expert group consultation, in-depth interview and questionnaire survey were conducted to construct the grass-roots general practice tutors’ ability system, and exploratory factor analysis method was applied, using main component analysis to extract the competency elements. Results There were 4 first level indicators and 20 second level indicators in the system, among which the first level indicators were personal characteristics and professionalism, teaching and research ability, basic level clinical practice ability, and base organization management ability. Conclusion This research enriches the indicators and connotations of the general practice tutors in community training base of general practice, and provides empirical research basis for the selection, ability training and performance evaluation of tutors in community practice bases of general practice medicine.
Objective To explore the role of using a workshop combined with diversified teaching model in undergraduate general practice. Methods Undergraduate students who enrolled in the Class 2022 general medicine course of Shanghai Jiao Tong University School of Medicine were selected between February and June 2023. Two classes were selected from undergraduate students who enrolled in the Class 2022 general medicine course using a simple random sampling method. One class was selected as the control group (using the workshop teaching mode), while the other class was selected as the experimental group (using the workshop combined with diversified teaching mode). The evaluation of teaching effect, teaching satisfaction, career intention and final scores of the control group and the experimental group were compared. Results A total of 120 students were included, with 60 students in each group. There was no statistically significant difference in the gender, age, and previous general medicine course exam scores between the two groups (P>0.05). The evaluation of teaching effect by the experimental group was higher than that of the control group (P<0.05). The teaching satisfaction scores of the experimental group on teaching atmosphere (85.16±9.44 vs. 81.65±8.15), teaching mode (86.30±9.12 vs. 79.27±9.33), and teaching management (84.20±7.05 vs. 80.10±7.15) were higher than those of the control group (P<0.05). The experimental group had a higher career intention than the control group (45 vs. 32 people; χ2=6.125, P=0.013). The theoretical course scores (71.77±7.10 vs. 66.14±7.45), internship scores (10.32±3.34 vs. 8.58±2.56), and total scores (82.09±9.36 vs. 74.58±8.45) of the experimental group were higher than those of the control group (P<0.05). Conclusion The application of workshop combined with diversified teaching mode in undergraduate general medicine course teaching can improve students’ evaluation of teaching effect, teaching satisfaction and final scores, as well as change students’ career intention.