General practice outpatient teaching is one of the commonly-used teaching methods in clinical practice. At this stage, however, the general practice outpatient teaching activities in most clinical training bases in our country are only finished by general practitioners and general practice residents, and the connection with specialists and general practitioners in grassroots practice bases is not close enough. How to optimize outpatient teaching models and methods to further improve the post competence of general practice residents is currently a research hot spot.

To explore the application effect of general practice-specialty-grassroots practice base joints outpatient teaching in the standardized training of general practice residents.

A non-concurrent controlled trial was conducted, 24 general practitioner residents who underwent standardized training for general practitioners in Tongliao People's Hospital, Inner Mongolia Autonomous Region, from October 2019 to October 2021 were selected as the control group, and 23 general practitioner residents who underwent standardized training for general practitioners in Tongliao People's Hospital from November 2021 to October 2023 were selected as the experimental group. In the control group, general practice instructors conducted general practice outpatient teaching training once every 2 weeks, and in the experimental group, on the basis of general practice instructors, specialist and grassroots practice base instructors were added to conduct general practice-specialty-grassroots practice base joint outpatient teaching training, once every 2 weeks, and the training time for the two groups both is 2 years. After the training, the two groups of residents were assessed with the mini clinical exercise evaluation (mini-CEX) assessment scale and the "general practice reception skills evaluation table" to compare the training effects of the two groups.

In the experimental group mini-CEX, the scores of the seven assessment indicators in the assessment scale, namely medical history, physical examination, humanistic care, clinical judgment, health education and consultation, organizational effectiveness, and overall performance, were all higher than those in the control group, and the differences were statistically significant (P<0.05) . In the experimental group, the scores of the five assessment indicators in the general practice consultation skills evaluation table, including complete medical history collection, medical history inquiry skills, physical examination, health education, and reasonable consultation time, were all higher than those in the control group, and the differences were statistically significant (P<0.05) .

General practice-specialty-grassroots practice base jointed outpatient teaching activities can strengthen the clinical diagnosis and treatment thinking, communication and collaboration ability, and comprehensive service awareness of general practice residents by integrating multidisciplinary teaching resources, and effectively improve the training quality of general practice residents.

全科门诊教学是全科住院医师规范化培训常用的教学方法之一。现阶段我国大部分临床培训基地的全科门诊教学活动仅由全科医学科医生和全科住院医师来完成，与专科医生和基层实践基地全科医生联系不够紧密，如何优化门诊教学模式和方法从而进一步提升全科住院医师的岗位胜任力是目前的研究热点。

探讨全科-专科-基层实践基地联合门诊教学在全科住院医师规范化培训中的应用效果。

采用非同期对照试验，选取2019年10月—2021年10月在内蒙古自治区通辽市人民医院进行全科住院医师规范化培训的全科住院医师24名为对照组，选取2021年11月—2023年10月在通辽市人民医院进行全科住院医师规范化培训的全科住院医师23名为试验组。对照组由全科医疗科指导老师进行全科门诊教学培训，每2周1次，试验组在全科医疗科指导老师基础上，增加专科和基层实践基地指导老师，进行全科-专科-基层实践基地联合门诊教学培训，每2周1次，两组培训时间均为2年；培训结束后对两组住院医师采用迷你临床演练（mini-CEX）评估量表联合全科接诊技能评价表进行考核，对比两组培训效果。

试验组mini-CEX评估量表的询问病史、体格检查、人文关怀、临床判断、卫教咨询、组织效能、整体表现7个考核指标的得分均高于对照组，差异有统计学意义（P<0.05）；试验组全科接诊技能评价表的病史采集完整、病史询问技巧、体格检查、健康宣教、接诊时间合理5个考核指标的得分均高于对照组（P<0.05）。

全科-专科-基层实践基地联合门诊教学活动通过整合多学科教学资源，强化全科住院医师临床诊疗思维、沟通协作能力及综合服务意识，有效提升了全科住院医师培训质量。