双轨式教学模式与情景模拟课程是目前在住院医师规范化培训中常见的两种教学方法,对提高住院医生的整体专业水平均有较大的帮助[1,2],但将两者联合应用的案例却鲜有报道.本次研究探讨双轨式教学联合情景模拟课程对全科规培医生带教质量、临床思辨能力的影响.现报道如下.

2012 年国家卫生部发布的《全科医学师资培训实施意见(试行)》(卫办科教发[2012]151号)(以下简称《实施意见》)提出了加强全科医学师资队伍建设,规范全科医生培养工作,明确了全科师资培训对象、培训内容、培训方式和时间、培训管理、培训基地和培训考核等内容,以及相关保障措施,对推进全科师资建设有重大指导意义.然而经过几年发展,我国全科师资培训仍存在师资准入不规范、带教积极性不高、带教效果欠佳等情况,影响全科医生的培养.

Teacher training for standardized resident training is the key point for improving teacher's capacity and assuring training quality. Training policy is the main basis on carrying out training. Based on the analysis of training policies of provinces, the characters and problems have been found out. Suggestions which can be described as defining training scope, unified training policy at national level, division responsibilities between national, provincial and municipal of training, standardizing training content, method and assessment have presented.

为加强和推动全科医学发展,国务院于2011年出台了《关于建立全科医生制度的指导意见》,明确了全科医生培养培训、执业方式、使用激励等机制.浙江省近年来在全科医生培养培训、 签约服务、分级诊疗方面开展了大量探索工作,截止2016年上半年,浙江省全科医生超过了1.7万人,按照全省人口5500万计算, 达到了每万人口配备3.1名全科医生,率先完成国家预定2020年每万人口3名全科医生的目标.