目的 了解参培学员对四川省精神科医师转岗培训满意度,旨在为完善培训内容和提高培训质量提供依据。方法 2025年1月,采用自行设计的基于柯氏4级评估模型反应层的调查问卷对四川省精神科医师转岗培训的第9~11期454名学员进行调查,问卷主要内容包括学员基本信息、选送单位情况、参培动机、理论培训和实践培训满意度。对调查结果进行描述性分析,并采用非参数检验对不同类别学员满意度评价进行统计学分析。结果 学员对培训总体满意度评分为4.65(4.00,5.00)分,理论培训满意度4.73(4.00,5.00)分高于实践培训的4.61(4.00,5.00)分。各维度中,理论培训内容和实践培训条件满意度评分较低,分别为4.67(4.00,5.00)和4.60(4.00,5.00)分。对于培训工作的建议,应答的77名学员中,39名(50.6%)学员建议增加培训机会与时长。对于从事精神卫生工作面临的困难,应答的79名学员中,30名(38.0%)学员认为主要困难是单位资源供给不足。 个人主动参培的学员满意度评分为4.82(4.00,5.00)分,高于单位要求参培的4.27(4.00,4.73)分;单位重视精神卫生工作的学员满意度评分为4.73(4.00,5.00)分,高于单位不重视者的4.36(4.00,5.00)分:其差异均具有统计学意义(均P＜0.05)。结论 四川省精神科医师转岗培训总体得到学员的肯定,但理论培训内容和实践培训条件尚存不足,单位资源供给不足在一定程度上影响学员从事精神卫生工作,而个人主动参培和单位对精神卫生工作的重视可以提升学员培训满意度。未来应当激发学员内在动力、争取单位支持,同时优化理论培训内容、增加实践培训机会,以促进精神科医师队伍建设。

Objective To assess satisfaction with the psychiatric scope-of-practice transfer training program among participating physicians in Sichuan Province, in order to inform improvements in training content and quality. Methods In January 2025, a self-designed questionnaire based on the reaction level of the Kirkpatrick four-level evaluation model was administered to 454 trainees from cohorts 9 to 11 of the psychiatric scope-of-practice transfer training program in Sichuan Province. The questionnaire collected information of trainees′ basic characteristics, sending institutions, motivation for participation, and satisfaction with theoretical and practical training. Descriptive analysis was performed on the data, and non-parametric tests were used to compare satisfaction scores among different categories of trainees. Results The overall satisfaction score was 4.65 (4.00, 5.00). Satisfaction with theoretical training 4.73 (4.00, 5.00) was higher than that with practical training 4.61 (4.00, 5.00). Among all dimensions, satisfaction scores for theoretical training content and practical training conditions were relatively low: 4.67 (4.00, 5.00) and 4.60 (4.00, 5.00), respectively. Among the 77 trainees who responded to the open-ended question regarding training suggestions, 39 (50.6%) proposed that training opportunities and duration should be increased. Of the 79 trainees who reported difficulties in engaging in mental health work, 30 (38.0%) identified insufficient institutional resources as the primary difficulty. Trainees who participated with personal initiative reported higher satisfaction 4.82 (4.00, 5.00) than those who participated due to institutional requirements 4.27 (4.00, 4.73). Similarly, trainees whose institutions valued mental health work reported higher satisfaction 4.73 (4.00, 5.00) than those whose institutions did not 4.36 (4.00, 5.00), and both differences were statistically significant (all P<0.05). Conclusions The psychiatric scope-of-practice transfer training program in Sichuan Province was generally well received by trainees. However, gaps remained in theoretical training content and practical training conditions. Insufficient institutional resources hindered their engagement in mental health work to some extent. While personal initiative in participation and institutional emphasis on mental health work were associated with higher satisfaction. Future efforts should focus on motivating trainees, securing institutional support, optimizing theoretical content, and increasing practical training opportunities, so as to strengthen the psychiatric workforce.