中华医学教育杂志

中华医学教育杂志 ›› 2021, Vol. 41 ›› Issue (8): 744-748.DOI: 10.3760/cma.j.cn115259-20210127-00128

• 医学教育评估 • 上一篇    下一篇

住院医师岗位胜任力自评结果分析

曾庆奇1, 王建六2, 刘婧1, 高书春3, , 崔月3, , 高杰1   

  1. 1北京大学人民医院继续教育处 100044;
    2北京大学人民医院 100044;
    3北京大学人民医院教育处 100044
  • 收稿日期:2021-01-27 发布日期:2021-08-04
  • 通讯作者: 高杰, Email: gaojie_1131@163.com, 电话: 010-88325956
  • 基金资助:
    北京大学医学部专科医师培训研究课题(2019ZP25)

Analysis of self-evaluation on the position competency of residents

Zeng Qingqi1, Wang Jianliu2, Liu Jing1, Gao Shuchun3, Cui Yue3, Gao Jie1   

  1. 1Continuing Education Department, Peking University People's Hospital, Beijing 100044, China;
    2Peking University People's Hospital, 100044, China;
    3Education Department, Peking University People's Hospital, Beijing 100044, China
  • Received:2021-01-27 Published:2021-08-04
  • Contact: Gao Jie, Email: gaojie_1131@163.com, Tel: 0086-10-88325956

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摘要： 目的 了解某住院医师规范化培训基地的住院医师对其岗位胜任力的自评情况,为提高培训质量提供参考。方法 采用问卷调查方法。2020年10月,以某住院医师规范化培训基地335名住院医师为研究对象,组织其对医师职业素养、教学与科研、团队合作、人际沟通、医学知识与终身学习、信息与管理、疾病控制与健康促进、临床技能和医疗服务8个维度的岗位胜任力进行自评。采用Kruskal-Wallis非参数检验比较多组之间总评分和各维度评分的差异,采用Bonferroni秩和检验进行多组间评分的两两比较。结果 住院医师岗位胜任力总评分是141.0(28.0)分,其中,医师职业素养和团队合作能力评分(满分15分)相对最高,均为15.0(2.0)分,教学与科研(满分20分)、疾病控制与健康促进能力(满分15分)评分相对较低,分别是17(4.0)分和13(3.0)分。第三年住院医师的岗位胜任力总评分和除医师职业素养之外的7个维度的评分均比第一年住院医师高[总评分:145.5(21.8)分比133.5(31.0)分;如教学与科研能力维度:19.0(4.0)分比16.0(5.0)分],其差异均具有统计学意义(均P＜0.05)。在读专业学位硕士研究生、学术学位研究生和专业学位研究生学历的住院医师岗位胜任力总评分[142.0(27.0)分、143.5(24.5)分、136.0(26.5)分]均高于本科学历的住院医师[总评分130.0(37.5)分,其差异均具有统计学意义(均P＜0.05)。结论 规范化培训能够多方位提升住院医师岗位胜任力,具有研究生培养经历的住院医师岗位胜任力自评分数更高,但各维度的岗位胜任力发展不够均衡,要重视住院医师的教学与科研、疾病控制与健康促进能力的培养。

关键词: 住院医师规范化培训, 岗位胜任力, 自我评估

Abstract: Objective To analyze the results of self-evaluation on the position competency of residents in aresident training institution and to provide reference for improving the quality of training. Methods In October 2020,three hundred and thirty-five residents were organized to conduct an on-line self-evaluation questionnaire for their position competency, which covered physician professionalism, teaching and research, team spirit, communication, medical knowledge and lifelong learning attitude, information and management, disease control and health promotion and patient care. Kruskal-Wallis test was used to compare the total score and each dimension score between different groups, and the Bonferroni ranking sum test was used to compare scores. Results The position competence score was 141.0 (28.0), among which the scores of physician professionalism and team spirit were the highest, both of which were 15.0 (2.0) (the full score was 15). The scores of teaching and research, disease control and health promotion were as low as 17.0 (4.0) and 13.0 (3.0) respectively (the full score was 20 and 15). The position competency scores [145.5 (21.8) vs. 133.5 (31.0)] and the other 7 dimensions scores of the third-year residents except physician professionalism [such as teaching and research: 19.0 (4.0) vs. 16.0(5.0)] were higher than first-year residents ( P＜0.05). The position competency scores [142.0 (27.0), 143.5 (24.5.0), 136.0 (26.5)] of the residents who have higher degree were better than those with bachelor degree only[130.0(37.5)](all P<0.05). Conclusions Resident training program improves the position competency of residents in many aspects. Residents with graduate education experience have a higher level of position competency as compared to those with only undergraduate education background. But the development of residents' position competence in different dimensions is not balanced. More attention should be paid to improve the capacity of teaching, scientific research, disease control and health promotion.

Key words: Standardized residency training, Position competence, Self-evaluation

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