Hartley S, Macfarlane F, Gantley M, Murray E
Department of Primary Health Care and General Practice, London W2 1PG.
BMJ. 1999 Oct 30;319(7218):1168-71. doi: 10.1136/bmj.319.7218.1168.
To examine the perceived effect of teaching clinical skills and associated teacher training programmes on general practitioners' morale and clinical practice.
Qualitative semistructured interview study.
General practices throughout north London.
30 general practitioners who taught clinical skills were asked about the effect of teaching and teacher training on their morale, confidence in clinical and teaching skills, and clinical practice.
The main theme was a positive effect on morale. Within teacher training this was attributed to developing peer and professional support; improved teaching skills; and revision of clinical knowledge and skills. Within teaching this was attributed to a broadening of horizons; contact with enthusiastic students; increased time with patients; improved clinical practice; improved teaching skills; and an improved image of the practice. Problems with teaching were due to external factors such as lack of time and space and anxieties about adequacy of clinical cover while teaching.
Teaching clinical skills can have a positive effect on the morale of general practitioner teachers as a result of contact with students and peers, as long as logistic and funding issues are adequately dealt with.
探讨临床技能教学及相关教师培训项目对全科医生士气和临床实践的感知影响。
定性半结构式访谈研究。
伦敦北部的全科诊所。
30名教授临床技能的全科医生被问及教学和教师培训对他们的士气、临床和教学技能信心以及临床实践的影响。
主要主题是对士气有积极影响。在教师培训方面，这归因于发展同行和专业支持；提高教学技能；以及复习临床知识和技能。在教学方面，这归因于拓宽视野；与热情的学生接触；增加与患者相处的时间；改善临床实践；提高教学技能；以及提升诊所形象。教学中的问题是由于外部因素，如时间和空间不足以及教学时对临床覆盖充分性的担忧。
只要后勤和资金问题得到妥善处理，通过与学生和同行的接触，临床技能教学可对全科医生教师的士气产生积极影响。
