[AbstraCt] ObjeCtive To understand the effect and its influencing factors of job _ transfer theoretical training of the general practitioners,so as to enhance the pertinence and effectiveness of further general medical personnel training. Methods We recruited 472 job _ transfer trainees who were the fifth batch of general practitioners receiving job _ transfer training in our college in the first half of 2013,and carried out fact _ finding tests before training after collecting the traineesˊ basic information such as age,gender,professional title and the highest academic credentials. All the research subjects took part in full _ time training lasting 4 months and studied various subjects according to the training syllabus set by Health and Family Planning Committee of Henan Province,and then theoretical graduation united examination after four months training. Results The theoretical united examination results after training(89. 0 ± 7. 1)was higher than that of fact _ finding tests results(58. 4 ± 5. 8) before training;the difference was significant(p = 0. 000). The theoretical united examination results was negatively correlated with age(r = _ 0. 428,p = 0. 000). The differences of unified examination score were not significant in age and professional title(p > 0. 05),while it was significant in educational backgrounds( p < 0. 05). The correlation coefficient of logarithmic model which were built by theoretical united examination results and times of attending classes was the best(R2 = 0. 552,p =0. 000) . Multiple linear regression analysis showed that educational backgrounds,age and times of attending classes were independent factors affecting the theoretical united examination results. Theoretical united examination result is equal to 88. 578 +0. 182 times of attending classes _ 0. 237 age + 0. 859 educational backgrounds. ConClusion Our college theoretical job _ transfer training for general practitioners has a remarkable short _ term effect. United examination result was negatively correlated with age and trainees with high educational background might obtain far better training results. The traineesˊ diligence is a key factor that influences the effect of theoretical training.%目的：了解全科医生转岗理论培训效果及其影响因素，加强后续全科医学人才培养的针对性和实效性。方法以2013年上半年漯河医学高等专科学校招收的第5批全科医生转岗培训学员共472名为本研究对象。按照河南省卫生和计划生育委员会制定的培训大纲，确定理论培训计划和科目，学员全脱产学习，培训时间为4个月。收集学员的性别、年龄、职称、最高学历等资料，并在培训前进行摸底测试；培训后参加全省范围内的全科医生转岗培训理论结业统考。结果培训前的摸底测试成绩为（58.4±5.8）分，培训后理论统考成绩为（89.0±7.1）分，差异有统计学意义（p =0.000）。理论统考成绩与年龄呈负相关（r =_0.428，p =0.000）。不同性别、职称学员的理论统考成绩比较，差异均无统计学意义（p >0.05）；不同学历学员的理论统考成绩比较，差异有统计学意义（p <0.05）。理论统考成绩与听课频次拟合的对数曲线模型的相关系数最大（R2=0.552，p =0.000）。多元线性回归分析显示，学历、年龄和听课频次是理论统考成绩的影响因素，理论统考成绩=88.578+0.182×听课频次_0.237×年龄+0.859×学历。结论全科医生转岗培训理论教学取得了显著的短期效果，学员的考核成绩与年龄负相关，高学历学员可以获得更佳的培训效果，学员自身的勤勉程度是影响培训效果的重要因素。
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