社区卫生服务机构开展糖尿病同伴教育的SWOT分析

As the situation of diabetes in China is becoming serious in recent years,control in diabetes health education and management work has become the main means.Exploring the effective way of healthy education and promoting the development of community diabetes management are to realize our country grass-roots health services equalization.With health education that is as a community's healthy service institutions being an important means for management of diabetes,the single mode of traditional education which is more insufficient influences and restricts the development of community diabetes management.In China,with the lack of medical resources,peer education as a new way can fully integrate resources which the community health service institutions own.The promotion of community has significance for patients to control diseases and the prevention of complications to provide support.In recent days,staffs from health care can't cognize the significance of peer education,peer education intervention mode is simple,and there has not yet been community norms implementation model and effectiveness of the evaluation criteria,but external environment and internal conditions still exist many deficiencies that hinder the peer education in community diabetes further development.In this paper,the SWOT analysis to carry out peer education on diabetes can make full use of internal strengths and avoid the external risks from the four dimensions of the strengths,weaknesses,opportunities and threats analysis.This paper puts forward the countermeasure for diabetes of peer education in community;also provide reference for the management of community chronic disease.      

角色扮演教学法在全科医师师资培训中的应用效果研究

目的探讨角色扮演教学法在全科医师师资培训中的应用效果。方法以2014年4月参加"云南省全科医师师资培训"项目的 139名学员为研究对象,采用随机数字表法分为试验组68例和对照组71例。对照组采用传统教学法进行授课,试验组采用角色扮演教学法结合传统教学法进行授课。培训结束后,采用情景模拟考核法进行考核,评估内容包括:全科医学知识和技能、带教综合能力和教学评价3个方面。结果两组在人文关怀得分上差异有统计学意义(P<0.05),在全科知识、体格检查、沟通能力得分及全科医学知识和技能总分上差异均无统计学意义(P>0.05)。两组在带教意识、带教方法、带教思维、带教能力得分及带教综合能力总分上差异均有统计学意义(P<0.05)。两组在教学准备、教学组织、语言表达及教学评价总分上差异均有统计学意义(P<0.05)。结论角色扮演教学法能够提高学员的教学综合能力和学习有效性,值得在全科医师师资培训中应用推广。