An Investigation Of The Construction Of Teaching Staff In Yunnan Province Resident Standardization Training Base

Objectives:Through a survey of a national-level resident training standardization training base in Yunnan Province,we understand the current satisfaction of the teaching staff of the base and the students' satisfaction with the teachers,and understand the awareness of the teaching staff,the training situation,the teaching ability evaluation,and the satisfaction.From the discovery of the Yunnan Province resident training standardization training base in the existing problems in the construction of teachers,analysis of the students on the guidance of different doctors teaching satisfaction.Aiming at the existing problems,we propose corresponding solutions to provide a reasonable,scientific,and effective reference basis for the construction of standardized training faculty for residents of Yunnan Province.Methods:In a national-level living and breeding base in Yunnan Province,cluster sampling and guidance doctors and live training students were selected as the survey objects.The survey included 126 guidance physicians and 323 trainees.The guiding physicians were divided into "dual identity" and "single identity" guide physicians.Based on the relevant documents for the standardized training of resident physicians,a Questionnaire was drawn up on the Questionnaire for the Current Situation of the Standardized Training of Resident Physicians in Yunnan Province-For Teachers and the Questionnaire on the Present Situation of the Standardized Training of Resident Physicians in Yunnan Province-For resident standardized training students,and to guide physicians to conduct interviews.Results:The status quo of the construction of teaching staff in a national standardization training base for resident physicians in Yunnan Province:In terms of participation in training,the teaching staff took part in provincial teacher training(89.7%);in terms of awareness of the system,the overall awareness rate was 72.2%."Dual identity" and "single identity" guide physicians to have statistically different awareness of the teaching staff(?2= 9.681,P = 0.002),evaluation items(?2 = 4.019,P=0.045),training content(?2= 4.019,P=0.045),and training core(?2= 5.599,P=0.018).In terms of teaching ability evaluation,"dual identity" and "single identity"guide physicians in teaching methods(?2= 4.427,P = 0.035)was statistically different."Dual identity" instructs physicians to have the highest satisfaction with teaching methods(71.1%),"single identity" guides physicians to have the highest degree of satisfaction with teaching responsibility(63.0%);in terms of satisfaction,"dual identity" and "single identity" guide physicians had a statistically significant difference in the satisfaction rate of the libraries in the teaching facilities of the living and training bases(?2 =5.292,P = 0.021)and teaching equipment(?2= 4.203,P =0.040)."Dual identity" and "single identity" guide physicians had a statistically significant difference in satisfaction rate of the clinical skills center management system(?2 = 4.443,P = 0.035),medical devices(?2 = 7.945,P = 0.005),internal medicine puncture room(?2= 5.498,P = 0.019),simulated neonatal care unit(?2=4.609,P = 0.032);"dual identity" and "single identity" guided physicians' duties management system for clinical skills centers(?2 = 6.503,P=0.011),the satisfaction rate of the selection system and standard(?2 = 9.045,P=0.003)and the audit qualification system(?2= 5.985,P=0.014)are statistically different;"dual identity"and "single identity "guide physicians to teach There was a statistically significant difference in the satisfaction rate of the departmental rotation plan arrangement system(?2= 7.368,P = 0.007)and assessment supervision system(?2= 4.400,P =0.036)of the learning and operating system;"dual identity" and "single identity"guide physicians all had the highest degree of satisfaction(26.7%)with the students'professional qualities.The status quo of students in a national standardization training base for resident physicians in Yunnan Province:The overall satisfaction rate of live training students for theoretical teaching is 50.8%,the highest satisfaction rate is the teaching goal(42.9%),and the lowest is the teaching method(26.0%)The overall satisfaction rate for practical teaching was 51.1%.The highest satisfaction rate was for teaching goals(57.1%),and the lowest for teaching content(31.4%).Conclusions:The structure of the teaching staff is perfect,but the number has not yet met the training requirements.The teaching staff has taken part in the training of provincial resident physicians.Due to the late implementation of the teacher training at the school level,the professional training rate of the teacher team for teacher training needs to be improved.There are statistical differences between the two types of guidance physicians in the degree of awareness of standardized training for residents,the quality of teacher training varies,and the quality of teacher training needs to be improved.The facilities of the base are well-established,and the teaching management and operation system are relatively complete.However,there are management deficiencies in the implementation process.The appraisal system for trainees was perfect,but the degree of satisfaction was lower than that of the physicians of the Chinese Medical Doctor Association.