【摘要】 目的 调查儿科医师转岗培训满意度，并探讨存在的问题和影响因素，为进一步完善儿科医师转岗培训制度和提高培训质量提供参考。方法 采用自制满意度调查量表对2020年11月—2021年11月在湖南省人民医院参加儿科医师转岗培训的81名学员进行转岗医师培训满意度调查。结果 81名学员来自湖南省14个地州市，其中来自县市级医疗机构62名、社区医院及乡镇卫生院19名，参加培训的学员77.8%为女性，年龄主要分布在> 30～40岁，87.7%的学员具有本科学历，42.0%的学员已取得中级及以上职称。儿科转岗医师对转岗培训的总体满意度评分为（3.72±0.32）分，对理论培训内容的评分最高[（4.02±0.59）分]，对临床带教实施的评分最低[（3.44±0.78）分]。> 30～40岁年龄段和中高级职称学员的总体满意度、理论培训内容、临床带教实施维度评分高于其他年龄段和职称学员，差异有统计学意义（P <0.05）。结论 儿科转岗医师对转岗培训的总体情况满意度较高，但在临床带教实施、临床技能培训、教学活动实施、培训管理方面还需加强，轮转培训方案也需根据学员情况进行调整。更多还原

【Abstract】 Objective To investigate the satisfaction of pediatrician job-transfer training, and explore the existing problems and influencing factors, so as to provide reference for further improving the system of pediatrician job-transfer training and improving the quality of training. Methods The self-made satisfaction survey scale was used to investigate the satisfaction of 81 trainees who participated in the pediatrician job-transfer training in Hunan Provincial People’s Hospital from November 2020 to November 2021. Results A total of 81 trainees came from 14 prefectures and cities in Hunan Province, including 62 trainees from county and municipal medical institutions, 19 trainees from community hospitals and township health centers. 77.8%of the trainees were female, mainly aged from >30 to 40,87.7% of the trainees had bachelor’s degree, and 42.0% of the trainees had obtained intermediate or higher professional titles. The overall satisfaction score of pediatric job-transfer physicians was(3.72±0.32) points, the highest score of theoretical training content was(4.02±0.59) points, the lowest score of clinical teaching was(3.44±0.78) points. The scores of overall satisfaction, theoretical training content and clinical teaching implementation dimension of >30～40years old and senior professional title trainees were higher than those of other age groups and professional title trainees, and the differences were statistically significant(P<0.05). Conclusion The pediatrician in the job-transfer training expressed satisfaction with the general condition of standardized training, but the implementation of clinical teaching, clinical skills training, teaching activities and training management were still need to be strengthened, and the rotation training program should be advanced according to the situation of the trainees.更多还原