郭飛 徐健

[摘要] 目的 探討心內(nèi)科住院規(guī)范化培訓(xùn)醫(yī)師教學(xué)工作。 方法 選擇2019年1月至2020年6月在我院心內(nèi)科接受規(guī)范化培訓(xùn)的醫(yī)師20例，隨機(jī)分為試驗(yàn)組和對(duì)照組。對(duì)照組采用傳統(tǒng)的規(guī)范化培訓(xùn)管理模式，試驗(yàn)組采用雙因素激勵(lì)理論模式。比較兩組規(guī)培醫(yī)師的培訓(xùn)效果和標(biāo)準(zhǔn)化培訓(xùn)滿意度。 結(jié)果 試驗(yàn)組在工作積極性、職業(yè)榮譽(yù)感、理論知識(shí)、技能實(shí)踐操作、案例寫(xiě)作等方面優(yōu)于對(duì)照組。兩組比較差異有統(tǒng)計(jì)學(xué)意義（P<0.05）。試驗(yàn)組的溝通能力和教學(xué)質(zhì)量高于對(duì)照組（P<0.05）。試驗(yàn)組教師滿意度高于對(duì)照組（P<0.05）。 結(jié)論 雙因素激勵(lì)理論模式能提高心內(nèi)科住院規(guī)培醫(yī)師的技能實(shí)踐操作和溝通能力，提高規(guī)培醫(yī)師的滿意度。

[關(guān)鍵詞] 雙因素激勵(lì)理論;心內(nèi)科住院規(guī)范化培訓(xùn);技能實(shí)踐操作;交流能力;教學(xué)管理;滿意度

[中圖分類(lèi)號(hào)] R-4;C975? ? ? ? ? [文獻(xiàn)標(biāo)識(shí)碼] B? ? ? ? ? [文章編號(hào)] 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