| BackgroundMedical professionals are the key productivity to promote the construction of a healthy China and the foundation for the vigorous development of the medical and health industry.At present,the scale of medical education in our country is large,but the total amount and structure of medical personnel cannot fully meet the needs of building a healthy China.The overall education level is still low.The country has an urgent need for high-level medical personnel.Standardized training for residents(standardized training)is an important way to build a high-level clinical medical talent team.The current standardized training groups include "the social people","the unit people" and "clinical medicine postgraduates".Clinical medicine postgraduates take into account the dual identities of students and residents.Compared with other residents,the subsidy is lower and there is academic pressure.Therefore,they will face greater difficulties in standardized training,and may show a different working status from other residents.The status of work engagement affects work performance.Clinical medicine postgraduates assume the job responsibilities of residents.The level of work engagement directly affects the life and health of patients,and is related to the quality of medical care.At the same time,low work engagement will hinder the improvement of clinical ability,and then affect the training effect.As an important medical service provider,the quality of work and the training effect of clinical medicine postgraduates are of great significance to the promotion of the development of the medical industry.Therefore,from the perspective of work engagement,it is of great significance to discuss the current status of medicine postgraduates work engagement level and how to further improve its work enthusiasm.ObjectiveInvestigate the status of work engagement for standardized training of medicine postgraduates in university hospitals,analyze the differences in the level of work engagement for medicine postgraduates with different characteristics,explore objective indicators such as different demographic characteristics,work and life-related conditions and subjective feelings such as personal resources,job resources,and job demands on their work engagement levels,and provide a reference for improving the cultivation quality of clinical medicine postgraduates and improving medical quality.MethodsThis study selected two university hospitals in Shandong province to conduct a questionnaire survey on clinical medicine postgraduates who received standardized training for resident in these two hospitals.A total of 145 valid questionnaires were collected in the preliminary survey and 501 valid questionnaires were collected in the formal survey.The UWES-9 Scale was used to investigate the current status of work engagement in clinical medicine postgraduates;the self-developed general information questionnaire were used to investigate objective information such as demographic characteristics,work and life-related conditions;job demand-resource questionnaire were used to investigate subjective feelings such as personal resources,job resources,and job demands.The statistical analysis tool is SPSS 22.0,which uses item analysis,validity test and reliability test to verify the quality of self-compiled questionnaires;uses mean ±standard deviation to describe the current status of standardized training for clinical medicine postgraduates;uses independent sample t test,One-Way ANOVA,Pearson correlation analysis and multiple linear regression to explore the impact of different objective indicators and personal resources,job resources,and job demands on their work engagement.Results(1)The reliability of the questionnaire was good;the Cronbach’s alpha coefficients of the personal resources,job resources,and job demands questionnaires were 0.899,0.905,and 0.859,respectively.The KMO values of the three questionnaires were all greater than 0.8 and Bartlett’s sphere test was statistically significant;the number of factors extracted by exploratory factor analysis was consistent with the expected hypothesis(2)The work engagement overall score was 3.36±0.84,the scores of each dimension from low to high were vigor(3.10±0.94),dedication(3.46±0.92)and absorption(3.53±0.87);The personal resources score was 3.76±0.65,among them,the professional identity was the highest(3.99±0.69),and the self-efficacy was the lowest(3.52±0.79);the job resources score was 3.33±0.70,among which colleagues support score was the highest(3.81±0.81),and the subsidy treatment score was the lowest(1.84±1.01);the work demands score was 3.70±0.57,of which the emotional requirement score was the highest(3.91±0.62),work overload score was the lowest(3.5 1±0.79).(3)One-Way ANOVA shows that girls were higher than boys(P=0.027);the first grade was higher than the second and third grades(P=0.014);recommended exemption and general entrance examinations were higher than 5+3 integrated bachelors-masters degree(P<0.001);not experiencing workplace violence was higher than experiencing workplace violence(P=0.004);sleep for more than 7 hours and 6～7 hours was higher than sleep for less than 6 hours(P<0.001);Sometimes or regular participation in physical exercise was higher than that of non-participants(P=0.001);the students who think the training is important are higher than the students who think the degree of importance is average and not important(P<0.001);after graduation,planning to pursue a doctoral degree,employment and engaging in clinical work,and uncertain development direction were higher than planning to work after graduation but not engaging in clinical work(P<0.001).(4)Pearson correlation analysis showed that work engagement and various dimensions were moderately or strongly positively correlated with personal resources and various dimensions(r>0.446,P<0.01),and all dimensions of work engagement are significantly positively correlated with job resources and various dimensions(r>0.301,P<0.05),the dimensions of work engagement are negatively and weakly related to work demands,work overload,and work-academic conflict(r<-0.264,P<0.01),but not related to emotional requirements and role pressure(P>0.05).(5)Multivariate analysis shows that girls were more engaged in work than boys(P=0.022),general enrollment was higher than that of 5+3 integrated bachelors-masters degree(P<0.001),and the recommendation for exemption was higher than 5+3 integrated bachelors-masters degree(P=0.045),sleep time 6～7 hours was higher than 6 hours(P=0.001),more than 7 hours was higher than 6 hours(P=0.004),basically not participating in exercise was lower than sometimes or often participating in exercise(P<0.001);occupational identity(P<0.001),self-efficacy(P<0.001),superior support(P=0.022),support from colleagues(P=0.050),working environment(P<0.001)had a positive impact on work engagement,and work overload(P=0.007)had a negative effect on work engagement.Conclusion and suggestionsThe work engagement level in standardized training for master of clinical specialty is generally at medium,and there is still a lot of room for improvement.Among the objective factors,work engagement of clinical medicine postgraduates is related to gender,type of school enrollment,length of sleep and physical exercise status.Girls,students who sleep longer and students who have exercise habits have higher levels of work engagement.5+3 bachelors-masters degree students have lower scores than the clinical masters recommended for exemption and general admissions.In subjective feelings,the higher their professional identity and self-efficacy,the more dedicated they are to work;the more support from superiors and colleagues,and the better the working environment,the more dedicated their work;the higher the degree of perceived work overload,the lower their level of work engagement.Based on the research on the work engagement of clinical medicine postgraduates,the following suggestions are put forward:(1)Increase the cultivation of professional identity;(2)Improve comprehensive quality skills in handling clinical problems;(3)Pay attention to the optimization of the working environment and provide high-quality equipment conditions;(4)Create good working atmosphere and enhance students’ sense of belonging;(5)Arrange scientific and reasonable work tasks to relieve work pressure;(6)Establish an effective incentive mechanism. |
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