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| Application of microteaching in the training of standardized general thinking model |
| CAI Zuxiang1 LI Qiqiang1 XIA Tingsong2 ZHANG Yongjian2 WU Hua3 |
1.Huaide Community Health Service Center, Fuyong People′s Hospital of Baoan District of Shenzhen City, Guangdong Province, Shenzhen 518103, China; 2.International General Practitioner Skills Training Center of Baoan District of Shenzhen City, Guangdong Province, Shenzhen 518100, China;
3.Health Capacity Building and Continuing Education Center of Shenzhen City, Guangdong Province, Shenzhen 518001, China |
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Abstract Objective To explore the application of microteaching in the training of standardized thinking model of general practice, and to provide theoretical basis for the selection of training mode general practitioners. Methods From January 2017 to December 2018, 120 general practitioners who received standardized general practice thinking model training in Health Capacity Building and Continuing Education Center of Shenzhen City were selected as the subjects of this study. They were divided into the observation group and the control group by random number table method, with 60 general practitioners in each group. General practitioners in the control group adopted the traditional general practice training mode, while general practitioners in the observation group adopted the microteaching mode. After the training, the general practitioners of the two groups all received objective structrual clinical examination (OSCE) based on the unified rating scale. The examination results of the two groups were compared, and a questionnaire survey was conducted on professional achievement, self-confidence and communication ability. Results Before the intervention, there was no statistically significant difference between the two groups in examination results, professional achievement, self-confidence and communication skills (P ＞ 0.05). After intervention, the above indicators in the observation group were higher than those in the observation group before intervention and the control group, and the examination result of the control group was higher than that before intervention, with statistically significant differences (all P ＜ 0.05). Conclusion Microteaching model can stimulate the learning interest of general practitioners, improve the comprehensive ability of general practitioners, and effectively improve the quality of general practitioner training.
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