中华医学教育杂志

中华医学教育杂志 ›› 2026, Vol. 46 ›› Issue (10): 784-788.DOI: 10.3760/cma.j.cn115259-20250804-00884

• 继续医学教育 • 上一篇    下一篇

基于扎根理论的继续医学教育项目培训效果影响因素研究

许舒诚, 汤杨, 陈莉, 杨春   

  1. 南京医科大学第一附属医院教育处,南京 210029
  • 收稿日期:2025-08-04 出版日期:2026-10-01 发布日期:2026-09-30
  • 通讯作者: 杨春, Email: chunyang@njmu.edu.cn
  • 基金资助:
    中华医学会医学教育分会教育管理课题(21JX002);南京市卫生科技发展专项资金资助课题(GAX24310)

A study on the factors influencing the training effectiveness of continuing medical education programs based on grounded theory

Xu Shucheng, Tang Yang, Chen Li, Yang Chun   

  1. Department of Education, The First Affiliated Hospital of Nanjing Medical University, Nanjing 210029, China
  • Received:2025-08-04 Online:2026-10-01 Published:2026-09-30
  • Contact: Yang Chun, Email: chunyang@njmu.edu.cn
  • Supported by:
    Education Management Research Project of the Medical Education Branch of the Chinese Medical Association (21JX002); Project Supported by the Nanjing Municipal Health Science and Technology Development Special Fund (GAX24310)

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摘要： 目的 探讨影响继续医学教育项目培训效果的核心因素,构建影响因素的理论模型。方法 采用扎根理论质性研究方法。 2024年7月,对15名参与继续医学教育项目的在职临床医务人员进行半结构化深度访谈。运用Nvivo 12.0软件对访谈资料进行开放式编码、主轴编码和选择性编码的三级分析。结果 三级编码分析共提取51个初始概念,归纳为16个初步范畴,最终形成5个主范畴:教学设计(含课程设置、学习内容、教学方法、评价反馈)、课程质量(含教学目标、教学资源、教学过程)、教师能力(含教学水平、教学风格、沟通互动、教师素质)、外界环境(含物理环境、社会环境)和个体特征(含互动参与、发展需要、学习兴趣)。在此基础上构建了“学员-教师-教学-课程-环境”影响因素理论模型。结论 学员个体特征、教师能力、教学设计、课程质量和外界环境是影响继续医学教育培训效果的核心因素。“学员-教师-教学-课程-环境”模型系统揭示了上述因素对继续医学教育培训效果的交互作用机制,为优化培训项目、提升培训质量提供了理论依据。

关键词: 教育,医学,继续, 培训效果, 扎根理论, 影响因素, “学员-教师-教学-课程-环境”模型

Abstract: Objective To explore the core factors influencing the training effectiveness of continuing medical education (CME) programs and to construct a theoretical model of these influencing factors. Methods A grounded theory qualitative research approach was adopted. In July 2024, semi-structured in-depth interviews were conducted with 15 in-service clinical medical staff participating in CME programs. The interview data were analyzed using Nvivo 12.0 software through three levels of coding: open coding, axial coding, and selective coding. Results Through the three-level coding analysis, 51 initial concepts were extracted, summarized into 16 preliminary categories, and finally formed into 5 main categories: instructional design (including curriculum setting, learning content, teaching methods, evaluation and feedback), course quality (including teaching objectives, teaching resources, teaching process), teacher competence (including teaching level, teaching style, communication and interaction, teacher qualities), external environment (including physical environment, social environment), and individual characteristics (including interactive participation, developmental needs, learning interest). Based on these, a ″Learner-Instructor-Instruction-Curriculum-Environment″ influencing factor model was constructed. Conclusions Individual characteristics of trainees, teacher competence, instructional design, course quality, and external environment are the core factors influencing the effectiveness of CME training. The ″Learner-Instructor-Instruction-Curriculum-Environment″ model systematically reveals the interaction mechanism of these factors on the effectiveness of CME training, providing a theoretical basis for optimizing training programs and improving training quality.

Key words: Education, medical, continuing, Training effectiveness, Grounded theory, Influencing factors, LIICE model

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