【摘要】 随着住院医师规范化培训(简称住培)制度的逐步完善，加强住培质量内涵建设已经成为迫在眉睫的任务，这就需要相关各方共同努力。住培基地教学秘书作为住培最基层的管理者，是连接教学管理部门、教学主任、带教教师和住培学员的重要纽带，其工作内容贯穿于住培教学全过程，其岗位胜任力对住培工作的落实、住培体系的运转和住培质量的提高至关重要。本文尝试从住培教学秘书岗位职责入手，通过构建理论框架、模型实施运行和模型实践效果分析来构建住培教学秘书岗位胜任力模型。采用试验对照方法，选择2014年10月至2024年10月浙江大学医学院第一附属医院老年医学科10名教学秘书为研究对象，采用随机抽样方法将其分为试验组和对照组，每组5名住培教学秘书。试验组住培教学秘书采用基于本研究构建的岗位胜任力模型的培训方式(简称新型培训方式),对照组住培教学秘书采用常规培训方式。最终以住培教学秘书岗位胜任力特征，即专业素养胜任力、行为表现胜任力、思政创新能力等方面的自我评价为依据，通过问卷调查方法比较两组住培教学秘书岗位胜任力评价结果。结果显示，通过构建住培教学秘书岗位胜任力模型对教学秘书进行培训，在沟通能力、执行能力、思政素养、创新能力方面，试验组住培教学秘书的评分均高于对照组住培教学秘书的评分，其差异均具有统计学意义(均P<0.001)。住培教学秘书岗位胜任力模型的构建与应用有助于提升住培教学秘书的岗位胜任力，增强其工作积极性，为优化住培教学秘书工作提供了新的思路。更多还原

【Abstract】 With the gradual improvement of the standardized residency training(SRT) system, strengthening the connotation construction of SRT quality has become an urgent task that requires the joint efforts of all parties to promote. The teaching secretary of the SRT base, as the most grassroots manager of SRT, is an important link connecting the teaching department, the director of teaching, the teaching teachers, and the SRT residents. Their work content runs through the entire process of SRT teaching, and their position competency is crucial for the implementation of SRT work, the operation of the SRT system, and the improvement of SRT quality. This paper attempts to start from the job responsibilities of the SRT teaching secretary, and construct a competency model for the position of teaching secretary through building a theoretical framework, implementing and running the model, and analyzing the practical effects of the model. A controlled trial method was used, selecting 10 teaching secretaries from the Department of Geriatrics, The First Affiliated Hospital, Zhejiang University School of Medicine from October 2014 to October 2024 as the research subjects, and dividing them into an experimental group and a control group, with 5 teaching secretaries in each group using a random sampling method. The teaching secretaries in the experimental group underwent training based on the competency model constructed in this study, while the teaching secretaries in the control group underwent conventional training. Finally, the teaching secretaries’ competency characteristics, namely professional quality competency, behavioral performance competency, and ideological and political innovation competency, were used as the basis for self-evaluation of their position competencies. The teaching secretaries’ position competencies were compared between the two groups through a questionnaire survey method. The results showed that the teaching secretaries in the experimental group scored higher than those in the control group in communication ability, execution ability, ideological and political literacy, and innovation competency, and the differences were all statistically significant(all P<0.001). The construction and application of the SRT teaching secretary position competency model help to improve the teaching secretaries’ position competencies, enhance their work enthusiasm, and provide new ideas for optimizing the work of teaching secretaries.更多还原