Although general practice teacher training has been implemented in China for over a decade, a unified and effective tool for evaluating its outcomes is still lacking, which hampers the improvement of training quality.

Grounded in the Kirkpatrick model, we developed and validated a comprehensive evaluation scale for assessing the effectiveness of general practice teacher training, thereby providing a scientifically rigorous tool for monitoring training quality.

From January 8 to May 8, 2021, the initial scale was developed through a combination of literature review, expert interviews, and group discussions. During this process, four dimensions were determined: reaction, learning, behavior, and results, with each dimension comprising five items. From June to July 2021, a convenience sample of general practice (GP) residency training instructors from Jincheng and Yangquan in Shanxi Province, who were participating in the provincial GP faculty training program, were selected for two rounds of pilot testing (pre-survey and formal survey). Exploratory factor analysis was conducted on the pre-survey data (n=201), and confirmatory factor analysis was performed on the formal survey data (n=286). The reliability and validity of the scale were evaluated using Cronbach's αcoefficient, composite reliability, content validity, and other indices.

During the pilot testing phase, a total of 209 pre-test questionnaires were distributed, with an effective response rate of 96.2% (201/209). In the formal testing phase, 292 questionnaires were distributed, achieving an effective response rate of 97.9% (286/292). The final scale demonstrated a Cronbach's α coefficient of 0.967. The Cronbach's α coefficients for the four dimensions were 0.92, 0.83, 0.81, and 0.89, respectively. The composite reliability (CR) ranged from 0.82 to 0.92. The comparative fit index (CFI) was 0.858, the normed fit index (NFI) was 0.829, and the incremental fit index (IFI) was 0.859. The model fit index χ²/df was 4.804. The square roots of the average variance extracted (AVE) were all greater than the inter-factor correlation coefficients, indicating that all model fit indices performed well. Ultimately, a general practice faculty training effectiveness evaluation scale comprising four dimensions and 17 items was constructed.

The General Practice Teacher Training Effectiveness Scale demonstrates strong reliability and validity, serving as an effective tool for assessing training outcomes and for ongoing quality monitoring and continuous improvement.

我国全科医学师资培训已实施十余年，但仍缺乏统一、有效的培训效果评估工具，制约培训质量提升。

依托柯氏模型，研制并验证一套全科医学师资培训效果评价量表，为培训质量提供科学测评依据。

于2021-01-08—05-08，结合文献回顾、专家访谈及小组讨论形成初量表，确定了反应、学习、行为和结果4个维度，每个维度包含5个条目；于2021年6—7月便利抽样选取山西省晋城市和阳泉市参加省级全科医学师资培训班的全科住院医师规范化培训师资分两轮施测（预调研和正式施测），分别进行探索性因子分析（n=201）与验证性因子分析（n=286），采用Cronbach's α系数、组合信度、内容效度等评价量表信效度。

预调研阶段共发放了209份试测问卷，有效回收率为96.2%（201/209），正式施测阶段共发放了292份问卷，有效回收率为97.9%（286/292）；最终形成的量表Cronbach's α系数达到0.967，各维度的Cronbach's α系数分别为0.92、0.83、0.81和0.89；组合信度（CR）为0.82~0.92；比较拟合指数（CFI）为0.858，标准拟合指数（NFI）为0.829，修正的标准拟合指数（IFI）为0.859，模型拟合指标χ²/df=4.804，平均方差抽取量（AVE）平方根均大于因子间相关系数，显示出模型的各项适配度指标均表现良好。最终，构建了一个包含4个维度和17个条目的全科医学师资培训效果评价量表。

全科医学师资培训效果评价量表具有良好的信效度，可以作为评估全科医学师资培训效果的有效工具，用于培训质量监测与持续改进。