摘要
目的:本研究旨在系统分析精神科专科医师规范化培训带教质量的关键影响因素,为优化专科医师培养体系提供循证依据。方法:采用前瞻性横断面研究设计,选取天津市某三级甲等精神卫生专科医院2023~2024年度参与专科医师规范化培训的62名专培医师及其对应的34名带教教师作为研究对象。通过自制《精神科专科医师规范化培训带教质量影响因素评估量表》进行数据采集,采用分层随机抽样法确保样本代表性。问卷涵盖教学能力、学习态度及政策支持等维度,并通过多元线性回归模型分析变量关联性。结果:共发放问卷96份,最终纳入85份有效问卷(专培医师54份,带教教师31份),问卷有效率为91.7%。数据分析显示:① 教师教学能力(13.3 ± 1.6)、学员学习态度(10.3 ± 2.2)及教师带教积极性(76.4 ± 8.2)为带教质量核心指标;② 教师工作负荷(周均临床时间 ≥ 40小时)与带教积极性呈显著负相关(r = −0.51, p < 0.01),教学经验年限与教学能力呈正相关(r = 0.43, p < 0.05);③ 学员既往临床经历 ≥ 2年者学习态度更积极(t = 2.36, p < 0.05),政策支持度与带教质量正相关(r = 0.62, p < 0.05)。结论:提升教师教学效能与优化工作负荷分配是改善精神科专科医师培训质量的关键靶点。通过强化教师教学能力专项培训、建立动态教学负荷监测机制以及完善政策支持体系,构建“教师–学员–医疗机构”三方协同的培养模式。
Objective: This study aimed to systematically analyze the key factors influencing teaching quality in standardized residency training for psychiatrists and provide evidence-based recommendations for optimizing specialist physician training systems. Methods: A prospective cross-sectional study was conducted, involving 62 resident physicians and 34 instructors participating in the standardized residency training program at a tertiary psychiatric hospital in Tianjin (2023~2024). Data were collected using a self-developed “Assessment Scale for Influencing Factors of Teaching Quality in Psychiatric Residency Training”. Stratified random sampling ensured representativeness. The questionnaire encompassed dimensions of instructional competency, trainee engagement, and policy support. Associations between variables were analyzed using multiple linear regression models. Results: A total of 96 questionnaires were distributed, with 85 valid responses retained (54 from residents, 31 from instructors), yielding a response rate of 91.7%. Key findings included: 1) Instructor teaching competency (13.3 ± 1.6), trainee learning attitude (10.3 ± 2.2), and instructor enthusiasm (76.4 ± 8.2) were core indicators of teaching quality. 2) Weekly clinical workload ≥ 40 hours among instructors showed a significant negative correlation with teaching enthusiasm (r = −0.51, p < 0.01), while years of teaching experience exhibited a positive correlation with instructional competency (r = 0.43, p < 0.05). 3) Trainees with ≥2 years of prior clinical experience demonstrated greater learning engagement (t = 2.36, p < 0.05). Policy support was positively associated with teaching quality (r = 0.62, p < 0.05). Conclusion: Enhancing instructor efficacy and optimizing workload allocation are critical targets for improving training quality. Strategies such as targeted instructor competency training, dynamic workload monitoring, and strengthened policy support are recommended to establish a collaborative “instructor-trainee-institution” training model.
出处
《教育进展》
2025年第8期1348-1352,共5页
Advances in Education
