The structural equation modeling analysis of the intentional needs of trainees in general standardized training

Objective To explore the situation of trainees in Yunnan general standardized training through teaching quality, learning state, satisfactory and intentional needs. Then study the influence factors of their intentional needs. Methods A questionnaire survey and group interview were been took to collect data. We collected a cluster sampling of 6 general practitioners clinical training bases with a total of 225 trainees, the structural equation model was used for statistical analysis. Results Of the 225 questionnaires delivered, 219 (97.30%) returned ones were valid. The results of the model fitting goes well. The teaching quality is apparently negatively influencing the learning state (β=-0.360, t=-3.457, P<0.05) but has a noticeably positive influence on the satisfaction (β=0.236, t=2.173, P<0.05) as well as the intentional needs (β=0.287, t=2.796, P<0.05). The learning state obviously indicates a negative influence on the intentional needs (β=-0.301, t=-3.384, P<0.05) while the satisfaction leaves a positive influence on the intentional needs (β=0.272, t=3.240, P<0.05). Conclusions The intentional needs of trainees are interlinked with teaching quality, learning state and satisfaction. Improving teaching quality could facilitate the ease of learning burnout as well as the increase in trainees’ satisfaction with training. But if the learning burnout gets severer, the intentional needs in the training would turn to be more constrained. Thus, the intentional needs of students in training could be enhanced. During elevating the satisfaction level, a higher intention of participation would be ignited. Key words: General practitioners standardized training; Trainees; Intentional needs; Structural equation model