医学教育管理 ›› 2020, Vol. 6 ›› Issue (3): 231-238.doi: 10.3969/j.issn.2096-045X.2020.03.010

• 人才培养 • 上一篇    下一篇

构建我国长期可持续发展的全科医生培养体系

路孝琴1, 杜 娟1, 武 艳2, 雷丽萍3, 李文斌4, 吴 浩1,5, 王松灵6,7   

  1. 1. 首都医科大学全科医学与继续教育学院,北京 100069;2. 首都医科大学教务处,北京 100069;3. 首都医科大学研究生院,北京 100069;4. 首都医科大学医院事务管理处,北京 100069;5. 北京方庄社区卫生服务中心,北京 110106; 6. 首都医科大学,北京 100069;7. 首都医科大学牙再生与基因治疗分子生物学实验室,北京100069
  • 收稿日期:2020-04-30 出版日期:2020-06-20 发布日期:2020-07-13
  • 通讯作者: 王松灵

Construction of sustainable training system of general practice in China

Lu Xiaoqin1, Du Juan1, Wu Yan2, Lei Liping3, Li Wenbin4, Wu Hao1,5, Wang Songling6,7   

  1. 1.School of General Practice and Continuing Education, Capital Medical University, Beijing 100069, China; 2.Academic Affairs Office, Capital Medical University, Beijing 100069, China; 3.Graduate School, Capital Medical University, Beijing 100069, China; 4.Department of Hospital Affairs, Capital Medical University, Beijing 100069, China; 5.Beijing Fangzhuang Community Health Service Center, Beijing 110106, China; 6.Capital Medical University, Beijing 100069, China; 7.Molecular Biology Laboratory of Tooth Regeneration and Genetic Therapy, Capital Medical University, Beijing 100069, China
  • Received:2020-04-30 Online:2020-06-20 Published:2020-07-13

摘要: 全科医生队伍是我国基层医疗服务体系建设的核心与基石,对我国推进家庭医生签约和分级诊疗制度建设、维护和增进人民群众健康具有十分重要意义。本文从人才培养体系的角度分析了我国全科医生队伍建设中存在的主要问题,并提出在“5+3”长学制临床医学专业一体化培养全科医生的建议:①将我国“5+3”长学制医学生培养中的全科医生培养,定位于培养合格全科医生、全科医生临床带教师资和潜在的学术骨干;②在“5+3”医学教育中,全科住院医师培训的“3”年主要安排全科医学相关理论和临床社区实践技能培训;③通过加快推进全科医学学科建设和相关的政策引导,逐步扩大学生参加全科医学住院医师的比例;④加快推进我国临床医学教育学位体系改革,在全科住院医师培训合格且取得执业医师资格后,授予医学博士学位(MD);对于研究有特殊兴趣的学生,可以继续攻读科学学位博士(PhD)研究生,提高科学研究能力。

关键词: 全科医学, 全科医生, 培养, 教育体系, 医学教育

Abstract: The workforce of general practitioners (GPs) is the core component and cornerstone of primary care system, which is essential for the development of family doctor contract model and the tiered health care system to maintain and promote the people’s health. This article analyzed the challenges in building up the GP workforce from the perspective of medical training. Proposals were provided on the integration of GP training in the“5+3”long-term clinical medicine education as follows: ① The integration of GP training in the“5+3”long-term education is mainly oriented to training qualified GPs; ② The 3-year GP residency training in the“5+3”long-term education will focus on learning knowledge and clinical skills relevant to general practice; ③ Academic development of general practice and policy guidelines should be promoted to increase the proportion of medical students who choose GP residency training; ④ Reform in the degree system of clinical medicine education should be facilitated to simplify the channel of clinical degree application in residency training. Doctor of medicine (MD) might be conferred upon completion of GP residency training and achievement of medical practice license. For trainees who have special interest in research in general practice, further education to promote research skills for pursuing doctor of philosophy (PhD) can be provided. Competencies in special areas based on the patients’ needs and the GP’s interest can be developed through continuing medical education.

Key words: general practice,  general practitioner,  training,  education system,  medical education

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