Objective To further understand the specialist/resident trainees’ requirements for postgraduate medical education so as to provide a foundation for selecting the best faculty and improving the faculty’s ability and to promote the specialist/resident doctors training project. Methods To investigate the 244 specialist/resident trainees by giving out a modified questionnaire. Factor analysis and variance analysis were done by using SPSS 11.5. Results There were 260 questionnaires given and 260 received. There were 244 effectual questionnaires. Analysis results were in the following: The specialist/resident trainees’ faculty members were able to “synthesize, manage information, adapt to society and the medical environment, perform scientific research, work as team members, innovate, and self-improve” (Pgt;0.05). The importance of “occupational attitude and work style” was higher in Sichuan Provincial People’s Hospital than in West China Hospital of Sichuan University (P=0.03); There were differences between the trainees at different ages on demands to “occupational attitude and work style” (P=0.04); There were differences between the entrants in different years on demands for “information management and scientific research” (P=0.03); There were differences between the trainees of different education degrees on demands related to “adaptation to society and medical environment change” and “team work, innovation. and self-improvement” (P=0.04). Conclusion To meet the trainees’ demands and promote the specialist/resident doctors training project, the faculty should continuously improve their abilities.
Objective To understand the demands of residents in postgraduate medical education for faculty doctors and provide useful information to teaching hospitals. Methods Two hundred residents were interviewed through questionnaires. Results Demands for faulty doctors were consistent in the following 5 fields: faculty’s synthetic diathesis, adaptability to social and medical changes, information management and research, cooperation and teamwork, and innovation and continuous self-improvement (Pgt;0.05). However, with regard to the faculty doctors’ professionalism, teaching models and atmosphere, the demands of residents in the different stages of postgraduate medical education differed significantly (Plt;0.05). Conclusion Teaching hospitals continuously improve faculty doctors’ abilities and pay much attention to residents’ role transformation.