云南省全科医生规范化培训学员学习倦怠的影响因素研究

摘要

目的：了解云南省全科医生规范化培训学员的培训期间学习倦怠状况及程度，分析其影响因素。方法采用学习状态量表，对云南省6家全科医生规范化培训基地的225名学员进行现场调查，应用有序logistic回归进行统计分析。结果共发放问卷225份，回收有效问卷219份，有效回收率为97.3%。学员学习倦怠得分为（58.16±9.52）分，其中学习倦怠得分为30～90分。78人处于轻度学习倦怠，占总人数的35.6%，141人处于中度或重度学习倦怠，占总人数的64.4%。专门开展全科医生规范化培训基地的学员学习倦怠得分为（60.12±9.03）分，将全科医生规范化培训作为住院医师规范化培训专业之一的基地的学员学习倦怠得分为（56.13±9.70）分，两类基地学员的学习倦怠得分对比，差异具有统计学意义（t=2.97，P＜0.01）。经有序logistic回归显示，基地类别为学习倦怠的影响因素（OR=2.00，P＜0.05）；基地类别（OR=2.29，P＜0.01）、性别（OR=1.79，P＜0.05）与之前参加过全科医学相关培训（OR=0.43，P＜0.05）为情绪倦怠的影响因素。结论专门开展全科医生规范化培训基地的学员学习倦怠较为严重。基地类别为学习倦怠和情绪倦怠的危险因素，专门开展全科医生规范化培训基地的学员学习倦怠较为严重。学习倦怠的程度较为严重；性别为情绪倦怠的危险因素，男性情绪低落的程度比女性高；之前参加过全科医学相关培训是情绪倦怠的保护性因素，之前没有参加过全科医学相关培训的学员情绪倦怠较为严重。%Objective To explore the situation of study burnout in Yunnan general standardized training practitioners, and to study the inlfuence factors of their status. Methods A questionnaire survey with learning status scale and group interview were been took to collect data. We collected a cluster sampling of 6 general practitioners clinical training bases with a total of 225 trainees, use the ordinal logistic regression for statistical analysis.Results 225 questionnaires delivered, 219 (97.3%) returned ones were valid. The study burnout average score was (58.16±9.52) points, The study burnout score 30 ~ 90 points. 78 (35.6%) were identiifed with mild study burnout, while 141 (64.4%) with moderate and serve burnout. The standardized training base of the general practitioner of the students learning burnout score (60.12 ± 9.03) points. Standardized training of general practitioners as one of the standardized training of residents in the professional training base of the students' learning burnout score (56.13 ± 9.70) points. There were differences in study burnout between specialized general practitioner standardized training bases and resident standardized training bases taking general practice as one of the professionals (t=2.97,P < 0.01). The results of ordinal logistic regression showed that the main influencing factor of study burnout was classification divide (OR=2.00,P<0.05) , while the main inlfuencing factors of emotion exhaustion were classiifcation divide (OR=2.29,P < 0.01) , gender (OR=1.79,P<0.05) and associated relevant general training experiences (OR=0.43, P < 0.05) . Conclusion Study burnout is prevalent among the trainees in specialized general practitioner standardized training bases. Classification divide was the risk factor of study burnout and emotion exhaustion, gender was the risk factor of emotion exhaustion, associated relevant general training experiences was the protective factor of study burnout.