| Objective:Through a comparative study of the current situation of general practice teachers and specialist teachers in the clinical base of standardized training for residents,this paper aims to understand the current problems in the teaching process of general practice clinical teachers,and put forward opinions and suggestions for the construction of general practice teachers,aiming at cultivating high-quality general practitioners.Methods:The questionnaire was designed by ourselves in this study.Teachers from the department of general practice in clinical bases(hereinafter referred to as "general practice teachers")and teachers from other clinical professional departments in clinical bases(hereinafter referred to as "specialist teachers")attending the 2021 Training course for General Practice Teachers in Hebei Province were selected as the survey objects.The purpose of this study is to understand the general situation of general clinical teachers,compare and analyze the two groups of teachers’ cognition of the standardized training of residents in general practice,understanding of grassroots work,teaching and scientific research.Results:1.A total of 340 general clinical teachers were investigated in this study.16.18% of the surveyed teachers were from general practice and 83.82% were from clinical professional departments.Most of the surveyed teachers were female,aged between 31 and 40 years old,majored in non-general medicine,have no residential training experience in general practice and were not postgraduate supervisors.The professional title was mainly attending doctor,and education background was mainly for master’s degree.More than half of the teachers had taught for more than 3 years.2.There were no significant differences in gender between the general practice teachers and the specialist teachers(all P>0.05).In terms of age,professional title and education composition,teaching experience and the proportion of doctoral supervisor or postgraduate supervisor,the specialist teachers were significantly higher than the general practice teachers(all P<0.05),and those who majored in general medicine during the postgraduate period and had completed the standardized training for general practice residents were significantly lower than the general practice teachers(all P<0.05).3.The general practice teachers had a higher understanding of the scope of diagnosis and treatment of general practice,basic concepts of general practice,rules for residential training of general practice,and clinical thinking mode of general practitioners than those of specialist teachers.The differences were statistically significant(all P<0.05).4.There were no statistical significance in the management of infectious diseases and the treatment of public health emergencies between the general practice teachers and specialist teachers(all P>0.05).The general practice teachers had a higher understanding of the basic concepts of residential training in general practice,chronic disease management,application of health records and health education than those of specialist teachers.The differences were statistically significant(all P<0.05).5.There was no significant difference between general medicine teachers and specialist teachers in whether there was teacher qualification certificate,further training or education promotion plan(all P>0.05).General medicine teachers pay more attention to general medicine teacher training than specialized teachers.In terms of the reasons for participating in general practice teacher training,general practice teachers are higher than specialist teachers in order to improve their teaching ability,deepen their understanding of general medicine,policy requirements,leadership assignment,and prepare for transfer to the general medicine profession,general practice teachers are lower than specialist teachers.The differences were statistically significant(all P<0.05).6.There were no significant differences between the general practice teachers and specialist teachers in the frequency of teaching rounds,commonly used teaching forms and general physical examination teaching(all P>0.05).General practice teachers attach more importance to general humanities than specialist teachers.the proportion of general practice teachers who think that the combined specialist/generalist teaching rounds is meaningful is higher than that of specialist teachers.In terms of the content that should be paid most attention to in the process of teaching general practitioners,the general practice teachers who are concerned about humanistic spirit of general practice,human-centered or disease-centered are obviously higher than specialist teachers.The general practice teachers who pay attention to the distinction between specialist students and general students,the communication of general practice concepts,and the interpretation of relevant policies of general practice training are significantly lower than those of specialist teachers.In terms of the main problems existing in the teaching process,the general practice teachers who have not received systematic general practice teacher training are higher than specialist teachers.The specialist teachers were higher than those of general practice teachers who knew little about general practice policy and training system,did not master the teaching mode of general practice,and were not clear about the diseases that general practitioners should master.The differences were statistically significant(all P<0.05).7.The specialist teachers were less active in participating in general academic activities and paid less attention to chronic diseases or undifferentiated diseases than the general practice teachers.However,the academic article publication of general practice teachers was lower than that of specialist teachers.The differences were statistically significant(all P<0.05).Conclusions:1.There are no significant differences between general practice teachers and specialist teachers in terms of gender,whether there is teacher qualification certificate,continuing training or education upgrading plan,teaching rounds frequency,teaching forms,general physical examination and teaching,and management and handling of infectious diseases and public health emergencies.2.General practice teachers compared with specialist teachers,Understanding of standardized training for general practice residents,understanding of general practice policy and training system,understanding of grassroots work,importance of humanistic spirit of general practice,understanding of clinical thinking mode of general practice,communication of general practice concept of training general practitioners,importance of Combined specialist/generalist teaching rounds,enthusiasm to participate in general practice academic activities,acceptance of systematic general practice teacher training,attention to chronic diseases or undifferentiated diseases and so on are higher.3.Compared with general practice teachers,specialist teachers have advantages in age,educational background,teaching experience,whether they are doctoral candidate or postgraduate supervisors,and the number of scientific research papers.4.In terms of the reasons for participating in general training,compared with general practice teachers,specialist teachers are more likely to deepen their understanding of general medicine,policy needs,leadership assignment,and preparation for transfer to general practice. |
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