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ObjectiveTo investigate the effect and influencing factors of transfer training for psychiatrists in Sichuan province， and to provide references for development of psychiatric personnel training program. MethodsThe qualified trainees who completed the phase I-IV transfer trainings at six regional mental health centers of Sichuan province from January 2015 to December 2018 were enrolled. All the selected trainees underwent three stages of systematic training： theoretical study， clinical practice and community practice. Moreover， trainees were given a closed-book examination at the end of the first stage of theoretical training and the third stage of community practice， and the examination results were used as indicators to assess the effectiveness of the training. ResultsThe trainees of different educational background， age， hospital type， hospital level and clinical practice bases had statistically different examination results （P<0.05 or 0.01）. The results of both examinations of the trainees in transfer training were all better than those of the residents in standardized training ［（77.00±8.55） vs. （70.90±6.81）， （77.24±8.80） vs. （69.00±7.66）， P<0.05］. ConclusionEducational requirements （bachelor's degree and above） and reasonable allocation of clinical practice bases may be the important measures to enhance the effect of transfer training for psychiatrists.
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Objective:To evaluate the effect of CBL combined with clinical pathway teaching in the teaching of general practitioner job-transfer training of cardiology department.Methods:From May 2018 to March 2019, a total of 63 students taking the general practitioner job-transfer training in our hospital were enrolled in this study, and randomized into control group ( n=30) and test group ( n=33). The control group used traditional teaching mode, the test group adopted CBL combined with clinical pathway teaching method. At the end of the training, the scores of theoretical and operational examination were compared between the two groups, and the satisfaction of the training was evaluated by questionnaire survey. Results:The scores of theory test and practical skills in the test group were all higher than those in the control group [(83.57±4.32) vs. (77.10±4.72), t=-5.678, P<0.001; (78.24±5.28) vs. (70.83±5.86), t=-5.279, P<0.001], and the test group was also better than the control group in the satisfaction survey of standardizing diagnosis and treatment, and improving learning interest, doctor-patient communication and physical examination skills ( P<0.05). Conclusion:In the teaching of general practitioner job-transfer training of cardiology department, CBL combined with clinical pathway teaching has shown better performance than the traditional teaching mode, which is worth promoting in general practitioner job-transfer training.
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The emergency management training for general practitioners during job-transfer training is an important part of clinical teaching. At present, there are many problems in emergency management teaching, such as teaching contents are extensive but the class hours are limited, traditional teaching cannot meet students' needs for studying and lack of practice for emergency management skills, leading to poor teaching effects. In the teaching of emergency management of general practitioners during job-transfer training, we cultivated emergency management ability by elaborating teaching content, strengthening their clinical thinking of emergency management, carrying out a variety of training models, enhancing skill training, and stressing the evaluation of performance and so on.
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The emergency management training for general practitioners during job-transfer training is an important part of clinical teaching.At present,there are many problems in emergency management teaching,such as teaching contents are extensive but the class hours are limited,traditional teaching cannot meet students' needs for studying and lack of practice for emergency management skills,leading to poor teaching effects.In the teaching of emergency management of general practitioners during job-transfer training,we cultivated emergency management ability by elaborating teaching content,strengthening their clinical thinking of emergency management,carrying out a variety of training models,enhancing skill training,and stressing the evaluation of performance and so on.
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Job-transfer training for general practitioner is the important channel of primary medical talents team construction.This article elaborated on existing problems in the general practitioner job-transfer training in our country from several aspects,such as training base,teachers,teaching materials,actual work need and discipline construction,etc.Based on the existing problems and combined with practical work requirements of general practitioner job-transfer training in our country,the article put forward corresponding suggestions and countermeasures including strengthening teachers' construction,textbook construction and speeding up general medical discipline construction,etc.