• Original article (Public health administration) • Previous Articles     Next Articles

Cognition on general practice curriculum structure of clinical teachers in Shanghai communities and policy suggestion

WANG Su-ping, YANG Tao, GONG Rui-jie, BAO Yong   

  1. Department of Health Policy and Management, College of Public Health, Shanghai Jiao Tong University, Shanghai 200025, China
  • Online:2014-02-28 Published:2014-03-25
  • Supported by:

    National Natural Science Foundation of China, 71373159; Key Disciplines Construction Program of Public Health of Shanghai, 12GWZX0901; Major Research Project of Shanghai Jiao Tong University School of Medicine, ZD120906; Planning Foundation of Shanghai Jiao Tong University, 13YJAZH003


Objective To understand the practice cognition on general practice courses of teachers tutoring five-year program medical students from community health service centers (CHS) in Shanghai, and to propose relevant advises. Methods Questionnaire survey method and case interviews were conducted among 300 teachers of 13 CHSs. Results Tutorial doctors believed that early general trainings were essential and should be taken before practice, and practicing general trainings at CHS were also very important and students were more interested in these trainings. Conclusion In order to improve the general medical trainings, we should provide adequate early general training, perfect the training system, extend practice time at CHS, enrich training contents, adopt the same evaluation standard of tutorial teachers, and improve the incentive mechanism.

Key words: general practitioner training, community health service center, curriculum structure, practice cognition