论文部分内容阅读
目的了解云南省全科医生规范化培训学员的培训期间学习倦怠状况及程度,分析其影响因素。方法采用学习状态量表,对云南省6家全科医生规范化培训基地的225名学员进行现场调查,应用有序logistic回归进行统计分析。结果共发放问卷225份,回收有效问卷219份,有效回收率为97.3%。学员学习倦怠得分为(58.16±9.52)分,其中学习倦怠得分为30~90分。78人处于轻度学习倦怠,占总人数的35.6%,141人处于中度或重度学习倦怠,占总人数的64.4%。专门开展全科医生规范化培训基地的学员学习倦怠得分为(60.12±9.03)分,将全科医生规范化培训作为住院医师规范化培训专业之一的基地的学员学习倦怠得分为(56.13±9.70)分,两类基地学员的学习倦怠得分对比,差异具有统计学意义(t=2.97,P<0.01)。经有序logistic回归显示,基地类别为学习倦怠的影响因素(OR=2.00,P<0.05);基地类别(OR=2.29,P<0.01)、性别(OR=1.79,P<0.05)与之前参加过全科医学相关培训(OR=0.43,P<0.05)为情绪倦怠的影响因素。结论专门开展全科医生规范化培训基地的学员学习倦怠较为严重。基地类别为学习倦怠和情绪倦怠的危险因素,专门开展全科医生规范化培训基地的学员学习倦怠较为严重。学习倦怠的程度较为严重;性别为情绪倦怠的危险因素,男性情绪低落的程度比女性高;之前参加过全科医学相关培训是情绪倦怠的保护性因素,之前没有参加过全科医学相关培训的学员情绪倦怠较为严重。
Objective To understand the status and degree of learning burnout during the training of standardized practitioners in Yunnan province and to analyze the influencing factors. Methods A total of 225 trainees from six general practitioners training bases in Yunnan Province were surveyed by using the learning status scale. The results were analyzed by using an orderly logistic regression. Results A total of 225 questionnaires were distributed, and 219 valid questionnaires were recovered, with an effective recovery rate of 97.3%. Student burnout score was (58.16 ± 9.52) points, including learning burnout score 30 to 90 points. 78 were mild learning burnout, accounting for 35.6% of the total, and 141 were moderate or severe learning burnout, accounting for 64.4% of the total. The burnout score of the students who specialized in the standardized training of general practitioners was (60.12 ± 9.03) points, and the score of burnout burnout was (56.13 ± 9.70) points for the general practitioners who standardized training as one of the residents’ standardized training. There were significant differences in learning burnout scores between the two groups (t = 2.97, P <0.01). According to the logistic regression analysis, the base category was the influencing factor of learning burnout (OR = 2.00, P <0.05); the base category (OR = 2.29, P <0.01) Training related to general medicine (OR = 0.43, P <0.05) was the influencing factor of emotional burnout. Conclusions The burnout of students who specialize in training general practitioners is more serious. Base type is a risk factor for learning burnout and emotional exhaustion, and burnout is more serious for trainees who specialize in conducting standardized training of general practitioners. The degree of learning burnout is more serious; gender is the risk factor of emotional burnout, male depression is higher than that of females; before participating in the training of general medical science is a protective factor of emotional burnout, before not participating in the training of general medical science Students emotional fatigue is more serious.