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背景社区和临床环境下,全科医生在青少年初级卫生保健工作中发挥重要作用。然而,研究表明,全科医生缺乏青少年卫生方面的信心、技能和知识。本研究评估了对青少年卫生教育者进行创新培训干预后知识和信心的有效性。方法 15名全科医生、12名全科注册员和18名医学生参与到青少年健康教育研讨会中,同时在后续的中学健康教育课程中进行现场体验。该混合方法设计包含了前后干预调查和混合焦点访谈。结果施教信心量表评分增高,差异有统计学意义〔(3.34±0.51)与(4.09±0.33),P<0.001〕;青少年交流信心量表评分增高,差异有统计学意义〔(3.64±0.48)与(4.19±0.33),P<0.001〕;知识量表评分增高,差异有统计学意义〔(7.00±1.22)与(8.98±1.11),P<0.001〕。参与者强调有关青少年健康问题和通用教学技能的价值,尤其是课程计划和设计、实践经验教学策略、发现与青少年交流最有效的“切入点”。部分参与者称这些技能将应用于实践中。结论运用循证和经验教学策略,关注知识和实际教学技能的发展用于青少年健康教育,能够提升全科医生社区青少年健康教育工作的知识和信心。
Background Community and clinical environments, GPs play an important role in adolescent primary health care. However, research shows that general practitioners lack the confidence, skills and knowledge about adolescent health. This study assesses the effectiveness of knowledge and confidence in adolescent health educators following innovative interventions. Methods Fifteen general practitioners, 12 GPs and 18 medical students participated in a seminar on adolescent health education and conducted on-site experiences during the follow-up high school health education course. The hybrid approach design includes a contextual interviews and a mix of focus interviews. Results The score of confidence-in-confidence scale was higher (3.34 ± 0.51) and (4.09 ± 0.33), P <0.001. The scores of communication confidence scale of adolescent were higher (3.64 ± 0.48 ) And (4.19 ± 0.33), P <0.001). The scale of knowledge scale increased with the difference being significant (7.00 ± 1.22 vs 8.98 ± 1.11, P <0.001). Participants emphasized the value of adolescent health issues and general teaching skills, especially curriculum planning and design, practical experience teaching strategies, and found the most effective “entry point ” to communicate with young people. Some participants said these skills will be applied in practice. Conclusions The use of evidence-based and empirical teaching strategies, attention to knowledge and practical teaching skills development for adolescent health education can enhance general practitioner community knowledge and confidence in adolescent health education.