关键词: 教学, 双督导, 全科医学, 教学门诊

Abstract: Objective To analyze the educational impact of the dual-supervision model in general practice teaching clinics and inform enhancing the competency of general practice residents. Methods From January to December 2024, 36 general practice residents and 24 primary care instructors from Sir Run Run Shaw Hospital, Zhejiang University School of Medicine, were enrolled in teaching clinics. A collaborative teaching model (“1 supervising physician + 1 instructor + 3-5 residents”) was implemented, with supervising physicians overseeing the entire teaching process and evaluating teaching quality, while instructors provided clinical mentoring and skill demonstration. The competency of residents and teaching performance of instructors were quantitatively assessed using the General Practice Teaching Clinic Reception Assessment Scale (evaluated by instructors) and the General Practice Teaching Clinic Instructor Evaluation Scale (evaluated by supervising physicians). Satisfaction was surveyed via the Teaching Clinic Satisfaction Questionnaire (anonymous electronic version). Paired t-tests andχ² tests were used to analyze relevant data. Results After the implementation of the dual- supervision model, the outpatient reception ability score of residents were higher than before [2022 residents: (80.3±3.8) vs. (73.6±5.8); 2023 residents: (78.9±2.6) vs. (71.3±7.4), all P<0.001]. The number of qualified residents significantly increased post-intervention[2022 residents: from 4 to 13 qualified residents (total n=21);2023 residents: from 3 to 7 qualified residents (total n=15),all P<0.05]. After the implementation of the dual-supervision, the total score and various dimensions of the instructors' teaching ability were higher than before implementation: [total score: (75.3 ± 7.7) vs. (58.9 ± 6.1) points; pre-teaching preparation (out of 15 points): (12.8 ± 1.8) vs. (9.1 ± 1.5); teaching implementation (out of 65 points): (47.5 ± 5.4) vs. (38.6 ± 4.5); teaching evaluation (out of 20 points): (15.3 ± 1.5) vs. (11.2 ± 1.4), all P<0.001] . The satisfaction rate of all participants (24 supervising physicians, 24 instructors, 36 residents, 122 patients) reported 100.0%. Conclusions The dual-supervision model effectively enhances residents' clinical competency and instructors' teaching performance, demonstrating high acceptance among all stakeholders. Future efforts should focus on optimizing resource allocation, expanding patient recruitment through community engagement, and integrating online-offline hybrid supervision to maximize scalability.

Key words: Teaching, Dual-supervision model, General practice, Teaching clinics