中国卫生资源
中國衛生資源
중국위생자원
CHINESE HEALTH RESOURCES
2015年
1期
34-36,70
,共4页
陆萍%翁立立%马俊达%严海风%王力男
陸萍%翁立立%馬俊達%嚴海風%王力男
륙평%옹립립%마준체%엄해풍%왕력남
助理全科医师%社区带教%家庭医师
助理全科醫師%社區帶教%傢庭醫師
조리전과의사%사구대교%가정의사
assistant general practitioner%community teaching%family doctor
社区教学是“3+2”助理全科医师培养的重要组成部分,嘉定区在助理全科医师社区实践阶段实施家庭医师“一对一”全程带教,这个模式有助于学员社区实践能力的培养。该模式的构建从家庭医师的筛选与培训入手,在全科接诊能力、家庭病床管理能力和实践技能、基本公共卫生服务等方面充分发挥家庭医师“一对一”的带教作用。初步评价结果显示,学员社区实践能力得到明显提高,且对该模式予以肯定,家庭医师“一对一”全程带教模式有助于学员形成全科的思维和理念,将理论、临床和社区实践有机融合。建议适当调整社区实践形式,引入师资培训考核机制,充分发挥家庭医师带教作用。
社區教學是“3+2”助理全科醫師培養的重要組成部分,嘉定區在助理全科醫師社區實踐階段實施傢庭醫師“一對一”全程帶教,這箇模式有助于學員社區實踐能力的培養。該模式的構建從傢庭醫師的篩選與培訓入手,在全科接診能力、傢庭病床管理能力和實踐技能、基本公共衛生服務等方麵充分髮揮傢庭醫師“一對一”的帶教作用。初步評價結果顯示,學員社區實踐能力得到明顯提高,且對該模式予以肯定,傢庭醫師“一對一”全程帶教模式有助于學員形成全科的思維和理唸,將理論、臨床和社區實踐有機融閤。建議適噹調整社區實踐形式,引入師資培訓攷覈機製,充分髮揮傢庭醫師帶教作用。
사구교학시“3+2”조리전과의사배양적중요조성부분,가정구재조리전과의사사구실천계단실시가정의사“일대일”전정대교,저개모식유조우학원사구실천능력적배양。해모식적구건종가정의사적사선여배훈입수,재전과접진능력、가정병상관리능력화실천기능、기본공공위생복무등방면충분발휘가정의사“일대일”적대교작용。초보평개결과현시,학원사구실천능력득도명현제고,차대해모식여이긍정,가정의사“일대일”전정대교모식유조우학원형성전과적사유화이념,장이론、림상화사구실천유궤융합。건의괄당조정사구실천형식,인입사자배훈고핵궤제,충분발휘가정의사대교작용。
Community teaching is the important component to culture“3+2” Assistant General Practitioners. The whole“one on one” teaching has been done in the community practice stage of assistant general practitioners in Jiading District. The model helps students in the capacity of the community practice. The building way of this model begins from the selection and training of the family doctors. It gives full play to the functions of the“one on one”teaching of the family doctors in aspects such as general diagnosis and treatment ability,management and practice of family beds,and basic public health services. The preliminary evaluation result displays that the ability of students’ community practice has been obviously improved and the model has been affirmed. The model of whole family doctor “one on one” teaching helps students to get the general thinking and theory. It also helps them to combine the theory,clinic and community practice completely. It is recommended to adjust community practice appropriately. It is also recommended to introduce teacher training evaluation mechanisms and give full play to the teaching effect of family doctors.