Teacher Training In General Practice And Effectiveness Analysis In Yunnan Province——Using Clinical Practice Teaching Training As An Example

ObjectiveThe researched of organization and implementation, the effectiveness and the nee ds of the 2014 General Practice Teacher Training Project, analyzing the effectiveness of the clinical practice teaching training and the needs for teachers training, to explore the reference for improving the teacher training effectiveness.MethodThe necessary information of this cross-sectional study was collected by seif-designed questionnaire and personal in-depth interview. Research objects were 140 students who attended the 2014 general practice training. Quantitative research carried by questionnaires, The questionnaire included Distance Education Evaluation Form, General Practitioner Qualification Training Questionnaire, Clinical Practice Teaching Ability Evaluation Form and Practice Teaching Questionnaire. Qualitative research carried by in-depth individual interview, which randomly selected 4 students from Kunming and 15 students from other 15 states and cities as 1 states and cities 1 students, totally 19 students selected into the interview.Data analyzed by SPSS17.0,had a statistically significant difference as P< 0.05.Statistical methods included statistics description, t-test, Chi-square test and correlation analysis.ResultsQuantitative results:1 In distance education training stage, objective evaluation: The theory scores in pre-training(63.11±11.692) was lower than after training(87.40±7.992), there was a statistically significant differences(p< 0.05). Subjective evaluation: there were 96.4% (n=135) students who were generally satisfied with trains,43.6%(n=61) students who were satisfied with trains; In terms of the average learning time, there were 40% (n=56) students spend 1-2hours/day,.25%(n=35) students spend 3-4hours/day; There were 72.1%(n=101) students hold that distance education training could be promotion theoretical knowledge.2 In terms of training needs survey, role-playing teaching and practice teaching were the highest demand for the teaching methods,97.9%、100%, respectively. The learning needs of general practitioners thinking and doctor-patient communication skill were 100%.In addition, the learning needs of chronic disease and specific population healthcare were 100%.The students preference selection practical teaching model.3 In clinically practical teaching results, objective evaluation:the Practice scores after training (84.48±6.76)was higher than pre-training(80.39±6.71), there was a statistically significant differences(P< 0.05). Subjective evaluation:there are 17courses feedback rate reached more than 80% in teaching methods, especially emergency first aid ability courses feedback rate reached 90%. There are 19courses feedback rate reached more than 80% in teaching contents, the chronic diseases diagnosis and treatment(diabetes) course feedback rate reached 90%.Qualitative results:Part of the unit were not in accordance with the "notice" requirements selected training personnel;(2) Study time is insufficient and lack of interaction in distance education training;(3) Role playing teaching method was recognised by the height of the students;(4) The study effects in distance education training was directly influences the clinically practical teaching effects.(5) Students suggested that add humanities knowledge into training contents, and improve training teachers’ thinking in general medicine.Conclusion1 Distance Education Training improved the student’s level of knowledge and was approved by students, which is a study way to most use the education resources.2 The teaching contents and methods in clinical practices recognised by the height of the students, role-playing teaching method could be enhance clinical practice ability and teaching ability. Multi-angle and multi-level conduct training is worth further discussion and research.3 The demand investigation suggests that increase the diversity of teaching methods, strengthen talent training in general practitioners thinking, doctor-patient communication skill, chronic disease and specific population healthcare skill. According to the needs of students to take corresponding measures, for improve the quality of training in the future.