中华医学教育杂志

中华医学教育杂志 ›› 2022, Vol. 42 ›› Issue (12): 1079-1082.DOI: 10.3760/cma.j.cn115259-20220502-00566

• 课程改革与建设 • 上一篇    下一篇

基于胜任力的全科临床诊疗思维课程设计与实施

翟佳燚1, 陆媛2, 葛许华2, 张含之2, 金花2, 于德华3, 郑加麟1   

  1. 1同济大学医学院全科医学系,上海 200092;
    2同济大学附属杨浦医院全科医学科,上海 200090;
    3上海市全科医学与社区卫生发展研究中心,上海 200090
  • 收稿日期:2022-05-02 出版日期:2022-12-01 发布日期:2022-11-28
  • 通讯作者: 陆媛, Email: yuan-lu@tongji.edu.cn
  • 基金资助:
    中华医学会医学教育分会和中国高等教育学会医学教育专业委员会2020年医学教育研究立项课题(2020B-N08139);上海市医药卫生发展基金会课题(SE1201933)

Design and implementation of clinical thinking in general practice course based on professional competency

Zhai Jiayi1, Lu Yuan2, Ge Xuhua2, Zhang Hanzhi2, Jin Hua2, Yu Dehua3, Zheng Jialin1   

  1. 1Academic Department of General Practice, Tongji University School of Medicine, Shanghai 200092, China;
    2Department of General Practice, Yangpu Hospital, Tongji University School of Medicine, Shanghai 200090, China;
    3Shanghai General Practice and Community Health Development Research Center, Shanghai 200090, China
  • Received:2022-05-02 Online:2022-12-01 Published:2022-11-28
  • Contact: Lu Yuan, Email: yuan-lu@tongji.edu.cn
  • Supported by:
    2020 Medical Education Research Project of Medical Education Branch of Chinese Medical Association and Medical Education Professional Committee of Chinese Association of Higher Education (2020B-N08139); Shanghai Medical and Health Development Foundation Project (SE1201933)

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摘要： 全科医生胜任力是保障高质量基层医疗服务的前提,全科临床诊疗思维培养是实现全科医生胜任力的重要手段。本研究基于全科医生胜任力,设计实施了包含核心模块、案例模块、实践模块三大模块的全科临床诊疗思维课程,以病史采集、慢病管理、接诊实践与病历书写等为具体培训内容,涵盖了世界家庭医生组织全科医生胜任力6大核心要素和12项基本特征。经过为期4月的课程培训,52名全科医学专业硕士研究生客观结构化临床考试中的病史采集等成绩均明显提高[(68.41±14.69)分比(62.77±14.50)分],其差异具有统计学意义(P＜0.05)。基于胜任力的全科临床诊疗思维课程培训具有良好的成效,可以进一步推广实施。

关键词: 全科医学, 胜任力, 临床思维, 课程, 硕士研究生

Abstract: The professional competency of general practitioners (GP) is the prerequisite of ensuring high-quality primary medical services. The training of clinical thinking is an important means to realize the professional competence of GP. This course design includes 3 modules and 10 contents, covering 6 core elements and 12 basic characteristics of WONCA GP professional competency. After the 4-month training, the scores of 52 postgraduate students of GP in Objective structured clinical examination were significantly improved [(68.41 ± 14.69) vs. (62.77 ± 14.50), P<0.05]. The clinical thinking in general practice course based on professional competency has a favorable educational effect, which can be further promoted and implemented.

Key words: General practice, Professional competency, Clinical thinking, Course, Postgraduate students

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