全科住院医师规范化培训中师资教学目标认知和制定现况质性研究

Background Teaching objectives are the soul and pillar of teaching activity and are closely related to the effect of teaching effects. Currently, there are few studies on the teachers’ cognition and formulation of teaching objectives in the standardized training of residency general practitioners (general practice residential training). Objectives To select outstanding domestic general practice teachers, to conduct in-depth interviews in the scene of teaching ward rounds, to understand teachers’ cognition, formulation basis, construction, writing, and other aspects of teaching objectives, to discuss how to better promote teaching through teaching objectives in the general practice residency training that is different from the college education and highly professional and focuses on job competency training. Methods The study subjects were outstanding general practice teachers who are in the region with good development of General Practice discipline, whose workplace is the General Practice department in an affiliated hospital of a well-known medical school in China and the department is a national residential training base for general practitioners, being the deputy chief physician or above, teaching General Practice for 5 years or above, have won related teaching honors on a college level or above, and are still participating in teaching ward rounds and setting teaching objectives in such teaching activities. From February to June 2022, the one-on-one semi-structured in-depth interviews were conducted through online video conferences. Using the NVivo 12 software, the topic frame analysis method was used to organize and analyze the data and to refine the interview topics. Results Totally 8 General Practice teachers were enrolled. Through the analysis of the interview data, totally 3 themes and four subthemes were extracted: 1) general practice teachers can grasp the principles of teaching objectives setting; 2) teaching objectives setting lacks institutional guarantees, including two sub-themes: the lack of theoretical foundation and the lack of normative setting environment; 3) general practice teachers have insufficient cognition of the role of teaching objectives in the cultivation of post competency, including two sub-themes: cognitive deficiencies in teaching objectives, and teaching objectives setting has little significance in guiding the teaching process.Conclusions Even the outstanding general practice teachers still have some problems in the cognition and formulation of teaching objectives, which may affect the teaching quantity and quality. It is necessary to strengthen and ensure the effective formulation of teaching objectives and to enhance relevant theoretical training. Meanwhile, taking teaching objectives as the starting point is to promote the homogeneous development of general practice teachers, so as to cultivate more qualified general practitioners.