Survey on training needs for key general practice trainers in Shanghai

Abstract

Objective To survey the training needs for key general practice (GP) trainers. Methods The survey was conducted among participants of the first training course for national key GP trainers hold on March 2014 in Shanghai. The contents of questionnaire used for the survey included training needs of GP relevant knowledge, teaching ability and modes of assessment. The differences in training needs between GP trainers from community teaching bases and hospital teaching bases were analyzed. Results Total 151 key trainers completed the questionnaire (male/female: 48/103) with average age of (38±6) years. Among them 67.5% (102/151) were from community teaching bases and 29.8%(45/151)from hospital teaching bases; 60.9% (92/151) participated in the General Practitioner Structured Vocational Training Program (GPSVTP). According to the survey,general practice clinical kills(72.2%, 106/151) andgeneral practice clinical thinking(70.2%, 106/151) were most required relevant knowledge; whilegeneral practice basic conceptwas least required (25.8%, 39/151). The rate with need ofpolicy system related GP trainingin hospital trainers was higher than that in community teaching base trainers (66.7% vs. 44.1%, P<0.05). For teaching ability needs, 85.4% (129/151) selected teaching methods, 75.5% (114/151) chose teaching assessment and evaluation methods. The participants showed more interesting in new-type teaching and evaluation methods, such as PBL, OSCE, mini-CEX and DOPS, and would use them in future teaching work (P<0.01). Workshop (58.3%, 88/151), demonstration (57.0%, 86/151) and experience exchange (50.3%, 76/151) were three most interested modes in current training; meanwhile theoretic teaching was lease interested (38.4%, 58/151). Study tour was most interested training models for the future (71.5%, 108/151), followed by short-term courses (49.0%, 74/151), overseas study (39.1%, 59/151) and distance learning (27.8%, 42/151). Conclusion There are different needs for GP trainers from hospital and community teaching bases. To meet the different requirements, the focused training course and training method should be adapted. Key words: Teacher training; Questionnaire; General Practice