Zhongguo quanke yixue (Mar 2024)
Effectiveness of Whole-course Management in the Practice of Standardized Training of General Practitioners
Abstract
Background Whole-course management refers to a patient-centered care model over the entire course of patients, aimed at patients' satisfaction with medical care, improving the whole course management of the disease. The whole-course management model has achieved significant success in various medical fields, such as the treatment of mental health disorders. However, its application in the general practitioner training has been rarely studied. Objective To investigate the practical effectiveness of the whole-course management teaching model in standardized training for general practitioners. Methods A total of 60 general practitioners of grades 2020, 2021 and 2022 who received national standardized training at Xiangya Second Hospital of Central South University. Additionally, 30 mentors specializing in total disease management were selected, with each mentor supervising two general practitioners, one from the research group and one from the control group, in order to minimize the impact of personal factors of mentors and ensure more objective research results. All levels of general practitioners of grades 2020, 2021 and 2022 were randomly divided into the research and control groups. The research group adopted whole-course management teaching mode while the control group followed the traditional lecture-based learning (LBL) model, with one team leader selected from each grade. After a nine-month training period (July 2022 to March 2023) , participants were evaluated on 6 items of diagnostic capability, treatment effect evaluation, patient management ability, teamwork ability, self-learning capability, and teaching ability. Simultaneously, a self-designed satisfaction questionnaire was also used to investigate patients under the care of these general practitioners. The average score was calculated based on ratings from three patients per general practitioner. Results Diagnostic capability, patient management ability, self-learning capability, and teaching ability scores of grade 2020 in the research group were high than those of the control group (P<0.05) ; diagnostic capability, teamwork ability, self-learning capability and teaching ability scores of grade 2021 in the research group were high than those of the control group (P<0.05) ; the research group of grade 2022 achieved higher scores than the control group in diagnostic capability, patient management ability, teamwork ability, self-learning capability, and teaching ability, with statistically significant differences (P<0.05) . The research groups of grades 2020 and 2021 received higher patient satisfaction scores than the control group in various aspects, including communication style, privacy protection, formulation of diagnosis and treatment plan/examination of patients informed, explaining and educating before operation or administration, treatment effectiveness and operation skills, addressing patients' inquiries patiently, responsibility/service attitude, integrity in medical practice, medical fairness, and discharge guidance satisfaction, with statistically significant differences (P<0.05) . The research groups of grade 2022 received higher patient satisfaction scores than the control group in communication style, privacy protection, formulation of diagnosis and treatment plan/examination of patients informed, explaining and educating before operation or administration, treatment effectiveness and operation skills, addressing patients' inquiries patiently, responsibility/service attitude, integrity in medical practice, etiquette dress code and discharge guidance, with statistically significant differences (P<0.05) . Conclusion The whole-course management teaching model demonstrated advantages in enhancing the diagnostic capabilities, patient management ability, teamwork ability, self-learning capability, and teaching ability of general practitioners. Additionally, patients expressed higher satisfaction with general practitioners trained in whole-course management teaching mode in terms of communication style, privacy protection, formulation of diagnosis and treatment plan/examination of patients informed, explaining and educating before operation or administration, treatment effectiveness and operation skills, addressing patients' inquiries patiently, responsibility/service attitude, integrity in medical practice and discharge guidance.
Keywords
