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.
Zhao Xinxin
,
Wang Hao
,
Shen Huixia
,
Li Jin
,
Liang Xinglun
,
Wang Ziyue
,
Zheng Jialin
. Application of blended learning program for faculty development in primary care[J]. Chinese Journal of Medical Education, 2024
, 44(2)
: 93
-96
.
DOI: 10.3760/cma.j.cn115259-20230223-00169
[1] 徐国平, 郑家麟, 韩建军. 纪念《阿拉木图宣言》发表40周年:全球基本医疗卫生服务发展经验及中国医疗卫生人才队伍建设[J].中国全科医学,2019,22(4):375-382. DOI: 10.12114/j.issn.1007-9572.2019.04.002.
[2] 尤丛蕾, 姚弥, 齐建光. 全科医学师资对全科医学继续教育现状看法的定性研究[J].中国全科医学,2021,24(34):4364-4371. DOI: 10.12114/j.issn.1007-9572.2021.00.302.
[3] 卫生部办公厅. 关于印发《全科医学师资培训实施意见(试行)》的通知.[EB/OL]. (2012-12-19)[2013-01-15]. http://www.nhc.gov.cn/qjjys/s3593/201301/034f90d830ea49d2ae57f78ce210eec9.shtml.
[4] 张伟, 王欣倍, 潘沛, 等. 全科医学临床轮转基地与基层实践基地上下联动教学的探索[J].中国毕业后医学教育,2018,2(5):361-363.
[5] 郑淑萍, 叶征, 宋建玲, 等. 全科住院医师规范化培训基层实践基地教学门诊TEST教学模式的探索与实践[J].中华全科医师杂志,2023,22(1):93-96. DOI: 10.3760/cma.j.cn114798-20220330-00244.
[6] 戴红蕾,卢崇蓉,裘力锋,等. “H-C一体化模式”在基层实践基地全科师资教学能力培养中的应用[J]. 中国毕业后医学教育,2019,3(4):366-368,375.
[7] Drandy G, Heather K. Blended learning:uncovering its transformative potential in higher education[J]. Internet High Educ, 2004(2): 95-105. DOI: 10.1016/j.iheduc.2004.02.001.
[8] Willoughby KA, Rodríguez C, Boillat M, et al. Assessing students′ perceptions of the effects of a new Canadian longitudinal pre-clerkship family medicine experience[J]. Educ Prim Care, 2016,27(3):180-187. DOI: 10.1080/14739879.2016.1172033.
[9] 张艳丽, 王志刚, 史涪仁, 等. 基于Moodle的混合式教学在医学教育中的应用[J].基础医学与临床,2021,41(11):1701-1706. DOI: 10.3969/j.issn.1001-6325.2021.11.027.
[10] 商杰森, 程怀志, 郭斌, 等. 线上线下混合式教学在医学院校教学改革中存在的问题与对策研究[J].中华医学教育探索杂志,2022,21(11):1488-1491. DOI: 10.3760/cma.j.cn116021-20220424-01065.
[11] 茹雪颖, 张渊, 张向杰, 等. 上海市社区全科医生教学能力现况调查及影响因素分析[J].中华全科医师杂志,2022,21(6):540-546. DOI: 10.3760/cma.j.cn114798-20211116-00853.
[12] 陈昕, 葛剑力, 耿莎莎, 等. 我国全科医学专业学位博士研究生综合能力培养的SWOT分析[J].中华医学教育杂志,2023,43(11):847-851. DOI: 10.3760/cma.j.cn115259-20221123-01473.
