中华医学教育杂志

中华医学教育杂志 ›› 2024, Vol. 44 ›› Issue (2): 93-96.DOI: 10.3760/cma.j.cn115259-20230223-00169

• 师资队伍建设 • 上一篇    下一篇

混合式教学项目在全科医学基层实践基地教师教学能力培训中的应用

赵欣欣1, 汪浩2, 沈慧霞1, 李瑾3, 梁兴伦4, 王子岳5, 郑加麟6   

  1. 1同济大学医学院全科医学办公室,上海 200331;
    2同济大学附属同济医院全科医学科,上海 200065;
    3同济大学附属上海市第十人民医院全科医学科,上海 200072;
    4同济大学附属杨浦医院老年医学科,上海 200090;
    5加拿大麦吉尔大学全科医学系,魁北克蒙特利尔 H3S 1Z1;
    6同济大学医学院,上海 200331
  • 收稿日期:2023-02-23 出版日期:2024-02-01 发布日期:2024-01-30
  • 通讯作者: 郑加麟, Email: jialinzheng@tongji.edu.cn

Application of blended learning program for faculty development in primary care

Zhao Xinxin1, Wang Hao2, Shen Huixia1, Li Jin3, Liang Xinglun4, Wang Ziyue5, Zheng Jialin6   

  1. 1General Practice Office, School of Medicine, Tongji University, Shanghai 200331, China;
    2Department of General Practice, Tongji Hospital, School of Medicine, Tongji University, Shanghai 200065, China;
    3Department of General Practice, Shanghai Tenth People′s Hospital, School of Medicine, Tongji University, Shanghai 200072, China;
    4Department of Geriatric Medicine, Yangpu Hospital, School of Medicine, Tongji University, Shanghai 200090, China;
    5Department of Family Medicine, Faculty of Medicine and Health Sciences, McGill University, Montréal Québec H3S 1Z1, Canada;
    6School of Medicine, Tongji University, Shanghai 200331, China
  • Received:2023-02-23 Online:2024-02-01 Published:2024-01-30
  • Contact: Zheng Jialin, Email: jialinzheng@tongji.edu.cn

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摘要： 目的 探讨混合式教学项目在全科医学基层实践基地教师教学能力培训中的应用效果。方法 设立教学能力培训的混合式教学项目,并于2020年8月至2021年9月对同济大学医学院附属社区卫生服务中心的22名基层实践基地带教医生(以下称为学员)进行培训,采用在线测评、问卷调查对其培训效果进行评价,对结果进行描述性统计分析。结果 线上测评中师生关系模块学员成绩最低,为(8.07±1.39)分,教学创新模块成绩最高,为(9.18±1.00)分。问卷调查结果显示,21名(95.5%)学员认为通过本项目学到的知识和技能与他们的临床实践和教学相关,20名(90.9%)学员认为本项目提供了一种开放式的学习环境;16名(72.7%)学员认为本项目改善了他们的教学风格;22名(100.0%)学员认为本次培训帮助他们培养了社会责任感,使他们对基层医疗卫生工作有了更加积极的态度。结论 混合式教学项目有助于提高全科医学基层实践基地教师的教学能力。

关键词: 全科医学, 混合式教学, 基层实践基地, 教学能力

Abstract: Objective This study aimed to explore the application effects of the blended learning program on improving the teaching capacity of general practitioners in community health centers. Methods From August 2020 to September 2021, the McGill-Tongji University blended learning program for general practice was conducted for 22 general practice faculties from Tongji University School of Medicine affiliated community health centers. To evaluate the training effectiveness outcomes, a questionnaire survey, and online quizzes were conducted. Results The results of the online learning showed that, the module with the lowest evaluation score was teacher-student relationship with a score of (8.07±1.39) points. The teaching innovation module had the highest evaluation score which were (9.18 ± 1.00) points. The results of the survey showed that, 21 participants (95.5%) felt that the knowledge and skills gained through this project were relevant to their clinical practice and teaching, while 20 participants (90.9%) felt that the project provided an open learning environment. Sixteen participants (72.7%) reported an improvement in their teaching style. All 22 participants (100.0%) believed that this training helped develop their sense of social responsibility and fostered a more positive attitude towards primary care and health work. Conclusions The faculty of the general practice have improved their teaching abilities through teaching training.

Key words: General practice, Blended learning, Community health centers, Teaching capacity

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