中华医学教育杂志

中华医学教育杂志 ›› 2026, Vol. 46 ›› Issue (2): 101-106.DOI: 10.3760/cma.j.cn115259-20240709-00718

• 教学方法 • 上一篇    下一篇

导师制联合同伴教学方式在医学机能实验学课程教学中的应用与效果分析

杜文静1, 郭磊2, 张勤3   

  1. 1中国医学科学院北京协和医学院基础医学研究所细胞生物学系 中国医学科学院北京协和医学院基础医学研究所重大疾病共性机制研究全国重点实验室,北京 100005;
    2中国医学科学院北京协和医学院基础医学研究所药理学系,北京 100005;
    3中国医学科学院北京协和医学院,北京 100730
  • 收稿日期:2024-07-09 出版日期:2026-02-01 发布日期:2026-01-30
  • 通讯作者: 郭磊, Email: guoleistu@126.com
  • 基金资助:
    北京协和医学院2023年“青年医学教学学者培训项目”(2023zlgc0701)

Application and effectiveness analysis of the tutorial system combined with peer teaching in medical functional experiment courses

Du Wenjing1, Guo Lei2, Zhang Qin3   

  1. 1Department of Cell Biology, Institute of Basic Medical Sciences & School of Basic Medicine, Chinese Academy of Medical Sciences & Peking Union Medical College, State Key Laboratory of Common Mechanism Research for Major Diseases, Institute of Basic Medical Sciences & School of Basic Medicine, Chinese Academy of Medical Sciences & Peking Union Medical College, Beijing 100005, China;
    2Department of Pharmacology, Institute of Basic Medical Sciences & School of Basic Medicine, Chinese Academy of Medical Sciences & Peking Union Medical College, Beijing 100005, China;
    3Chinese Academy of Medical Sciences & Peking Union Medical College, Beijing 10073, China
  • Received:2024-07-09 Online:2026-02-01 Published:2026-01-30
  • Contact: Guolei, Email: guoleistu@126.com
  • Supported by:
    The Young Medical Educators Training Program of Peking Union Medical College in 2023 (2023zlgc0701)

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摘要： 目的 探讨在医学机能实验学课程“自主设计实验”模块中采用导师制联合同伴教学方式对医学本科生科研创新能力的影响。方法 采用前后对照的研究方法,2023年9月-11月以北京协和医学院2020级八年制临床医学专业84名学生为研究对象,进行导师制联合同伴教学。导师在课程前后对实验设计方案进行2次评分,并通过对学生进行问卷调查,评价导师制联合同伴教学方式对医学生科研创新能力的影响。数据分析采用t检验和χ2检验。结果 通过采取导师制联合同伴教学,学生在选题的难易程度及创新性、实验设计的合理性及严谨性和结果统计分析等方面都有明显的提高[(68.00±2.96)比(89.00±3.92)分,(66.00±5.01)比(88.00±4.31)分,(67.00±4.56)比(91.00±5.01)分],其差异均具有统计学意义(均P＜0.001)。90.48%(76/84)的学生认为采用导师制联合同伴教学可以有效解决学生在实验设计过程中遇到的困难。结论 在医学机能实验学课程“自主设计实验”模块实施导师制联合同伴教学方式可以有效提升医学生的科研创新能力。

关键词: 导师制, 同伴教学, 自主设计实验, 科研能力, 效果分析

Abstract: Objective Exploring the impact of the tutorial system combined with peer teaching in the ″independent design experiment″ module of medical functional experiment on the scientific research innovation ability of medical undergraduates. Methods A self-controlled study was conducted from September to November 2023, involving 84 eight-year clinical medicine students from the class of 2020 at Peking Union Medical College. The tutorial system combined with peer teaching was implemented. Tutors evaluated the experimental design proposals twice—before and after the course—and a student questionnaire survey was administered to assess the impact of this teaching approach on the scientific research innovation ability of medical students. Data analysis was performed using t-tests and χ2 tests. Results Through the implementation of the tutorial system combined with peer teaching intervention, students showed significant improvements in various aspects, including the difficulty and novelty of the research topic, the rationality and rigor of the experimental design, and the statistical analysis of the results [(68.00 ± 2.96) vs. (89.00 ± 3.92), (66.00 ± 5.01) vs. (88.00 ± 4.31), (67.00 ± 4.56) vs. (91.00 ± 5.01), all P < 0.001], with statistical significance. Among the 84 medical undergraduates, 90.48%(76/84)agreed that the tutorial system combined with peer teaching effectively addressed the difficulties they encountered during the experimental design process. Conclusions Implementation of a combined tutorial-peer teaching approach in the ″Independent Experimental Design″ module of Medical Functional Experiment Courses significantly enhances scientific research innovation capabilities among medical undergraduates.

Key words: Tutorial system, Peer teaching, Independent Experimental design, Research competency, Effectiveness analysis

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