中华医学教育杂志

中华医学教育杂志 ›› 2022, Vol. 42 ›› Issue (6): 496-499.DOI: 10.3760/cma.j.cn115259-20211118-01411

• 科研能力培养 • 上一篇    下一篇

北京协和医学院临床医学专业试点班贯穿全程科研训练的探索

金晶1, 徐薇薇1, 马超1, 杨萍1, 张勤2   

  1. 1中国医学科学院 北京协和医学院教务处,北京 100730;
    2中国医学科学院 北京协和医学院,北京 100730
  • 收稿日期:2021-11-18 出版日期:2022-06-01 发布日期:2022-05-27
  • 通讯作者: 张勤, Email: zhangqinpumc@hotmail.com
  • 基金资助:
    财政部中央教育教学改革基金项目(WH10012020010)

Explore of scientific research training of 4+4 medical doctor program throughout the whole process in Peking Union Medical College

Jin Jing1, Xu Weiwei1, Ma Chao1, Yang Ping1, Zhang Qin2   

  1. 1Undergraduate Academic Affairs Office, Chinese Academy of Medical Sciences & Peking Union Medical College, Beijing 100730, China;
    2Chinese Academy of Medical Sciences & Peking Union Medical College, Beijing 100730, China
  • Received:2021-11-18 Online:2022-06-01 Published:2022-05-27
  • Contact: Zhang Qin, Email: zhangqinpumc@hotmail.com
  • Supported by:
    The Ministry of Finance Central Education and Teaching Reform Fund Project (WH10012020010)

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摘要： 科研训练是培养临床医学专业学生科学思维和创新能力的重要途径,贯穿全程的科研训练可以引导学生尽早接触科研,增加自主科研的时间。本文以北京协和医学院临床医学专业培养模式改革试点班(以下简称试点班)科研训练为例,阐述了训练的设计和实施过程,并通过科研训练考核、师生访谈和问卷调查评价教学效果。结果表明,92.9%(39/42)的学生第一学年科研训练考核成绩优秀,17名参加第二学年科研训练考核的学生中,15名学生成绩优秀。80.0%(24/30)的学生认为全程科研训练可以提高科研能力;10名导师中有6名导师认为全程科研训练可以帮助学生尽早明确科研方向。95.5%(64/67)的学生至少参加过一个科研课题,其中90.6%(58/64)的学生在大学三年级及之前就已经参加科研课题,且71.9%(46/64)的学生参与导师的科研项目;96.7%(62/64)的学生希望得到临床研究设计方面的培训,92.2%(59/64)的学生希望得到课题设计方面的培训。试点班贯穿全程的科研训练有助于学生尽早明确科研方向,培养科研能力,在今后的训练安排中可以进一步提供科研设计等方面的培训,全面培养学生科研能力。

关键词: 临床医学, 试点班, 科研训练, 医学生, 科研能力

Abstract: Scientific research training is an important way to cultivate clinical medical students' scientific thinking and innovation ability. Scientific research training throughout the whole process can guide students to contact scientific research as soon as possible and increase their time for independent research. This paper takes the scientific research training of 4+4 medical doctor program in Peking Union Medical College as an example, expounds the training design and implementation process, and evaluates the teaching effect through the examination, interview with teachers and students and questionnaire survey. The results showed that 92.9% (39/42) of students achieved excellent performance in the first academic year, Among the 17 students who participated in the second-year scientific research training assessment, 15 students achieved excellent results. Interviews showed that 80.0% (24/30) of the students believed that the whole process of scientific research training could improve their scientific research ability; 6 out of 10 tutors believed that the full scientific research training can help students identify the direction of research as early as possible. According to the questionnaire survey, 95.5% (64/67) students participated in at least one scientific research project, 90.6% (58/64) students participated in the scientific research project before junior year (including junior year), and 71.9% (46/64) participated in teacher's scientific research project; 96.7% (62/64) students wanted training in clinical study design and 92.2% (59/64) students wanted training in topic design guidance. The scientific research training throughout the whole course of 4+4 medical doctor program helps students to clarify the scientific research direction as soon as possible and improve their scientific research ability. In the future training arrangement, it can further provide training on scientific research design, so as to comprehensively nourish students' scientific research ability.

Key words: Clinical medicine, 4+4 medical doctor program, Scientific research training, Students, medical, Research ability

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