目的 探索基础医学专业本科生科研思维训练课程教学效果。方法 本研究采用问卷调查方法。2017年4月至2019年6月,选取北京大学八年制基础医学专业2014～2016级163名学生为研究对象。以量表评估学生科研能力,以问卷调查方法评估教学效果。以描述性分析、相关性分析、独立样本Mann-Whitney检验和配对样本Wilcoxon检验分析学生科研能力变化以及影响因素。结果 课程后学生科研能力自评评分高于课程前[(107.9±11.3)分比(102.0±12.5)分],科研活动活跃组学生无论课程前[(107.2±12.2)分比(96.6±12.1)分]还是课程后[(111.6±11.1)分比(104.2±12.2)分]的科研能力自评评分均高于非活跃组学生。相关性分析显示,学生参与的科研活动经历(ρ=0.243)、学生对课程的态度评分(ρ=0.299)和评教分数(ρ=0.264)均与课程后科研能力自评评分呈正相关。对自身科研能力提高发挥促进作用的因素中,带教教师指导(加权比例61.7%)高于课程其他环节。结论 科研思维训练课程对本科生科研能力提升有促进作用,带教教师的指导和学生积极主动的态度均有助于提高课程实施效果。

Objective To explore the teaching effect of research ability training course on the improvement of research capacity of undergraduates majoring in basic medicine. Methods The questionnaire survey was used. From April 2017 to June 2019, 163 students of 8-year program enrolled from 2014 to 2016 in Peking University were selected as the research objects. The self-rating scale of research capacity was used to evaluate the students' capacity before and after the training course. A questionnaire survey was applied to evaluate the teaching effect of the course. Descriptive analysis, correlation analysis, Mann-Whitney test and paired sample Wilcoxon test were used to analyze the changes of students' scientific research capacity before and after the course and to identify the influencing factors. Results The self-evaluation of students' scientific research capacity [(107.9±11.3) vs. (102.0±12.5)] was significantly improved after the course. The self-evaluation scores of the students in the active group were significantly higher than those in the inactive group no matter before the course [(107.2±12.2) vs. (96.6±12.1)] or after the course [(111.6±11.1) vs. (104.2±12.2)]. Correlation analysis showed that students' experience in scientific research practice (ρ=0.243), students' attitude to the course (ρ=0.299) and teaching evaluation score (ρ=0.264) were significantly and positively correlated with the self-evaluation score of scientific research capacity after the course. The teacher guidance (weighted proportion 61.7%) was of great importance for promoting the improvement of students' scientific research capacity. Conclusions The research capacity training course based on research project design promotes the capacity building for research by undergraduates. Teacher guidance and students' active attitude of participation are quite important to guarantee the learning outcome of the course.