心內科住院規培醫師帶教經驗體會

郭飛 徐健

[摘要] 目的 探討心內科住院規范化培訓醫師教學工作。 方法 選擇2019年1月至2020年6月在我院心內科接受規范化培訓的醫師20例，隨機分為試驗組和對照組。對照組采用傳統的規范化培訓管理模式，試驗組采用雙因素激勵理論模式。比較兩組規培醫師的培訓效果和標準化培訓滿意度。 結果 試驗組在工作積極性、職業榮譽感、理論知識、技能實踐操作、案例寫作等方面優于對照組。兩組比較差異有統計學意義（P<0.05）。試驗組的溝通能力和教學質量高于對照組（P<0.05）。試驗組教師滿意度高于對照組（P<0.05）。 結論 雙因素激勵理論模式能提高心內科住院規培醫師的技能實踐操作和溝通能力，提高規培醫師的滿意度。

[關鍵詞] 雙因素激勵理論;心內科住院規范化培訓;技能實踐操作;交流能力;教學管理;滿意度

[中圖分類號] R-4;C975? ? ? ? ? [文獻標識碼] B? ? ? ? ? [文章編號] 1673-9701（2021）24-0160-04

Teaching experience of resident standardized training physicians in Department of Cardiovascular Medicine

GUO Fei? ?XU Jian

Department of Cardiovascular Medicine， the First Affiliated Hospital of University of Science and Technology of China， Anhui Provincial Hospital， Hefei? ?230000，China

[Abstract] Objective To observe and analyze the resident standardized training physicians in Department of Cardiovascular Medicine. Methods A total of 20 resident standardized training physicians in Department of Cardiovascular Medicine in our hospital from January 2019 to June 2020 were selected and randomly divided into the observation group and the control group.The control group was given the traditional standardized training management mode， and the observation group was given the two-factor theoretical management mode.The teaching effectiveness of standardized training and the satisfaction with teachers in the two groups were compared. Results The experimental group was better than the control group in work enthusiasm， professional honor， theoretical knowledge， skills， practical operation， case writing and so on. There was significant difference between the two groups（P<0.05）. The communication ability and teaching quality of the experimental group were higher than those of the control group（P<0.05）. The satisfaction of teachers in the experimental group was higher than that in the control group （P<0.05）. Conclusion The two-factor theoretical management model can significantly improve the operational skills and communication competence of the resident standardized training physicians in Department of Cardiovascular Medicine， and improve the satisfaction of the resident standardized training physicians to the teachers.

[Key words] Two-factor incentive theory; Resident standardized training in Department of Cardiovascular Medicine; Skills operation; Communication competence; Teaching management; Satisfaction