线上老年综合评估培训满意度及影响因素分析^*

Analysis of satisfaction with online comprehensive geriatric assessment training and influencing factors

摘要

目的 评价线上老年综合评估 (CGA) 培训的满意度及影响因素, 为更好地推广 CGA、 提高老年人群健康管理水平提供依据。方法 对参加 2021 年和 2022 年 “京颐汇” CGA 线上培训的 300 名学员展开问卷调查 (回收有效问卷 284 份), 调查其基本情况, 对培训的整体满意度评分, 对培训内容、 培训时长、 培训数量的评价, 并分析可能影响其评价的因素。结果 257 (90.5%) 名学员对线上培训很满意或较满意, 22 (7.7%) 名学员认为一般, 5 (1.8%) 名学员认为不满意或非常不满意。173 (60.9%) 名学员认为 CGA 的推广非常有意义, 85 (29.9%) 名学员认为 CGA 的推广较有意义, 21 (7.4%) 名学员认为 CGA 的推广意义一般, 5 (1.8%) 名学员认为 CGA 的推广较无意义或非常无意义。 对 CGA 的认可度会影响学员对培训的整体满意度评分 (P<0.05)。78 (27.5%) 名学员认为培训内容难, 206 (72.5%) 名学员认为培训内容容易。 年龄≤30 岁、 学历为本科及以下、 非干部保健科/ 老年科的学员认为培训内容困难的比例更高 (P<0.05)。144 (50.7%) 名学员认为培训时间充足, 105 (37.0%) 名学员认为一般, 35 (12.3%) 名学员认为培训时间不足。 男性、 所在医院为二级医院的学员认为培训时间不足的比例更高 (P<0.05)。124 (43.7%) 名学员认为培训的数量较多; 46 (16.2%) 名学员认为培训数量较少; 114 (40.1%) 名学员认为培训数量适中。 女性、 职称为初级、 所在城市为省会/ 直辖市的学员认为培训数量较多 (P<0.05)。结论 线上CGA 培训整体满意度较好, 但受学员基本情况的影响。 根据学员基本情况, 设置不同培训内容、 时长和数量, 进行个体化、 分层培训, 增加实操练习, 有利于提高培训满意度。

Abstract

Objective Evaluate the satisfaction with online comprehensive geriatric assessment (CGA) training and its influencing factors to provide a basis for better promoting CGA and improving health management for the elderly. Methods A questionnaire survey was conducted among 300 participants who attended the “Jing Yi Hui” CGA online training in 2021 or 2022 (284 valid questionnaires returned). The survey collected their basic characteristics, overall satisfaction score of the training, evaluations of the training content, duration, and quantity, and analyzed potential influencing factors affecting their assessments. Results 257 (90.5%) trainees were very satisfied or somewhat satisfied with the online training, 22 (7.7%) considered it average, and 5 (1.8%) were dissatisfied or very dissatisfied. 173 (60.9%) trainees believe that the promotion of CGA is very meaningful, 85 (29.9%) believe that the promotion of CGA is relatively meaningful, 21 (7.4%) believe that the promotion of CGA is of average significance, and 5 (1.8%) trainees believe that the promotion of CGA is relatively meaningless or very meaningless. Recognition of CGA influenced the overall satisfaction score of trainees (P<0.05). A total of 78 (27.5%) trainees found the training content difficult, while 206 (72.5%) found it easy. Trainees aged ≤30, with a bachelor's degree or lower, and from non-geriatric departments reported a higher proportion of difficulty (P<0.05). 144 (50.7%) trainees felt the training time was sufficient; 105 (37.0%) considered it average; and 35 (12.3%) found it insufficient. Male trainees and those from secondary hospitals reported a higher proportion of insufficient training time (P<0.05). 124 (43.7%) trainees felt the training quantity was excessive; 46 (16.2%) considered it insufficient; and 114 (40.1%) deemed it moderate. Female trainees, those with junior professional titles, and those from provincial/municipal capitals reported a higher proportion of excessive training quantity (P<0.05). Conclusion The overall satisfaction with the online CGA training organized by our unit is relatively good, but it is affected by the characteristics of the trainees. According to the characteristics of the trainees, different training content, duration and quantity can be set to provide individualized and tiered training. In addition, practical exercises can be added to improve training satisfaction.

关键词

老年综合评估 / 线上培训 / 满意度 / 影响因素

Key words

Comprehensive geriatric assessment / Online training / Satisfaction / Influencing factors

参考文献

[1] 武文斌, 沈姞, 张洁, 等 . 老年综合评估开展情况的现状调查 [J]. 中华老年医学杂志, 2022, 41 (1): 76-79.

[2] Wu W B, Shen J, Zhang J, et al. Investigation on the status of comprehensive geriatric assessment[J]. Chin J Geriatr, 2022, 41(1): 76-79.

[3] 孙蕊, 刘欣梅, 李静, 等 . 社区医务人员老年综合评估知信行现状调查及影响因素分析[J]. 中华现代护理杂志, 2021, 27(4): 475-480.

[4] Sun R, Liu X M, Li J, et al. Investigation and analysis of influencing factors of community medical workers' knowledge, attitude and practice of comprehensive geriatric assessment[J]. Chin J Mod Nurs, 2021, 27(4): 475-480.

[5] 乔闰娟, 安康, 李才正, 等 . 基层医务人员对老年医学核心技术的知晓应用分析[J]. 成都医学院学报, 2023, 18(2): 206-209.

[6] Qiao R J, An K, Li C Z, et al. Analysis on the awareness and application of the core technologies of geriatrics among primary medical staff[J]. J Chengdu Med Coll, 2023, 18(2): 206-209.

[7] 邓宝凤, 罗昌春, 李海芳, 等 . 老年综合评估技术在不同级别医疗机构应用的现状调查[J]. 实用老年医学, 2021, 35(2): 118-121.

[8] Deng B F, Luo C C, Li H F, et al. A survey on the current status of the application of geriatric comprehensive assessment technology in different levels of medical institutions[J]. Pract Geriatr, 2021, 35(2): 118-121.

[9] 高凌根, 贺晶, 王彬 . 以主动健康需求为导向的远程医学教育实践与监督管理[J]. 中国继续医学教育, 2022, 14(23): 112-116.

[10] Gao L G, He J, Wang B. Active health demand—oriented telemedicine education practice and supervision management[J]. China Contin Med Educ, 2022, 14(23): 112-116.

[11] 薛丽, 马国鹏, 雷蕾, 等 . 宁夏某三甲医院卫技人员对继续教育认知分析[J]. 中国继续医学教育, 2020, 12(11): 1-3.

[12] Xue L, Ma G P, Lei L, et al. Analysis of comprehension and demand of CME of health professional personnel in large general 3A—level hospitals in Ningxia[J]. China Contin Med Educ, 2020, 12(11): 1-3.

[13] 薛金龙, 王军, 高菲, 等 . 如何应用网络课程更好开展继续医学教育[J]. 中国继续医学教育, 2018, 10(26): 1-3.

[14] Xue J L, Wang J, Gao F, et al. How to apply online courses to carry out continuing medical education[J]. China Contin Med Educ, 2018, 10(26): 1-3.

[15] Samuel S, Rafael F, Oliveira Ilídio . Geriatric helper: an mHealth application to support comprehensive geriatric assessment[J]. Sensors, 2018, 18(4): 1285.

[16] 俞梦飞, 钱颖, 邵央婕, 等 . 浙江某高校附属口腔医院住院医师规范化培训学员满意度调查[J]. 中华医学教育杂志, 2021, 41(12): 1131-1135.

[17] Yu M F, Qian Y, Shao Y J, et al. The satisfaction survey of trainees for standardized resident training in the stomatological hospital affiliated to a university in Zhejiang[J]. Chin J Med Educ, 2021, 41(12): 1131-1135.

[18] 郭巧云, 阎渭清, 蔡凤英, 等 . 省级全科医师规范化师资线上培训的探索与效果[J]. 继续医学教育, 2022, 36(11): 41-44.

[19] Guo Q Y, Yan W Q, Cai F Y, et al. Exploration and effect of provincial standardized online training for general practitioner[J]. Contin Med Educ, 2022, 36(11): 41-44.

[20] 李雪琴, 王功成, 卢正红 . PBL/CBL联合情景模拟在全科医生转岗培训教学中的应用效果研究[J]. 中华全科医师杂志, 2023, 22(3): 304-307.

[21] Li X Q, Wang G C, Lu Z H. Application of PBL/CBL combined scenario simulation in position—transition training for general practitioner[J]. Chin J Gen Pract, 2023, 22(3): 304-307.

[22] 张梦娇, 张明, 梁雪梅 . CGA结合CBL教学方法在老年医学临床教学中的应用[J]. 中国高等医学教育, 2022(7): 82-83.

[23] Zhang M J, Zhang M, Liang X M. Application of CGA combined with CBL teaching method in clinical teaching of geriatric medicine[J]. China Higher Med Educ, 2022(7): 82-83.

[24] 卫雪曼, 王卓, 姚均迪, 等 . 不同教学模式在老年综合评估教学中的比较[J]. 医学研究杂志, 2023, 52(3): 189-193.

[25] Wei X M, Wang Z, Yao J D, et al. Comparison of different teaching modes in elderly comprehensive assessment teaching[J]. J Med Res, 2023, 52(3): 189-193.

基金资助

^*中央高水平医院临床科研业务费(BJ-2022-181)