目的 探讨交叉科学创新创业教学在口腔医学专业本科生创新能力培养中的应用效果。方法 选取2015年至2019年华中科技大学同济医学院参加大学生创新创业项目的32名口腔医学专业本科生为研究对象,将其分为试验组和对照组。试验组13名学生,采用交叉科学创新创业教学;对照组19名学生,采用传统医学创新创业教学。授课后对32名本科生的创新创业能力进行评估,采用χ2检验、Mann-Whitney U检验和t检验比较两组间差异。结果 试验组学生的创新创业成果评分高于对照组学生[15(7,28)分比4(4,10)分],其差异具有统计学意义(P＝0.011)。两组学生的创新创业能力自我评价结果分别为(3.59±0.47)分和(3.70±0.76)分,其差异无统计学意义(P=0.636)。结论 交叉科学创新创业教学有助于口腔医学专业本科生取得更多创新创业成果,并提高其创业创新能力。
Objective To explore the teaching effect of the interdisciplinary science based innovation and entrepreneurship education on stomatology undergraduates' innovation competency. Methods Undergraduates from Stomatology School, Tongji Medical College, Huazhong University of Science and Technology participated in national undergraduate training program for innovation and entrepreneurship from 2015 to 2019. Thirty-two students from the program were selected with 13 in experimental group and 19 in control group. The innovation and entrepreneurship competency were evaluated after teaching. The total scores were compared by χ2 test, Mann-Whitney U test and t test. Results The innovation and entrepreneurship achievement score from experimental group was significantly higher than that from the control group [15(7,28) vs. 4(4,10),P＝0.011]. Self-evaluation of innovation and entrepreneurship competency between the two groups showed no statistical difference [(3.59±0.47)vs.(3.70±0.76),P=0.636]. Conclusions The interdisciplinary science based innovation and entrepreneurship education is helpful for stomatology undergraduates to obtain more innovative and entrepreneurial achievements and improve their entrepreneurial and innovative competency.
[1] 何珂, 汪玲. 健康中国背景下“新医科”发展战略研究[J].中国工程科学,2019,21(2):98-102.
[2] 李刚, 周学东. 新医科战略中口腔医学教育发展的思考[J].四川大学学报(医学版),2021,52(1):70-75. DOI: 10.12182/20210160302.
[3] 商庆龙, 李勇, 嵩钰佳, 等. 医学创新教育的现状与机遇[J].中华医学教育杂志,2019,39(5):337-340. DOI: 10.3760/cma.j.issn.1673-677X.2019.05.004.
[4] Taylor DP, Yoshida M, Fuller K, et al. Translating Dental, Oral, and Craniofacial Regenerative Medicine Innovations to the Clinic through Interdisciplinary Commercial Translation Architecture[J]. J Dent Res, 2021,100(10):1039-1046. DOI: 10.1177/00220345211009502.
[5] 李彬, 何子涵, 杨阳, 等. 口腔医学专业智慧实验教学的发展现状[J].中华医学教育杂志,2021,41(2):151-154. DOI: 10.3760/cma.j.cn115259-20200507-00702.
[6] Davis KA, Mountain RV, Pickett OR, et al. Teeth as Potential New Tools to Measure Early-Life Adversity and Subsequent Mental Health Risk: An Interdisciplinary Review and Conceptual Model[J]. Biol Psychiatry, 2020,87(6):502-513. DOI: 10.1016/j.biopsych.2019.09.030.
[7] 曹婕, 郝杨, 钱军, 等. 八年制口腔医学专业学生诊疗跨学科病例的调查分析[J].中华医学教育杂志,2015,35(4):587-590. DOI: 10.3760/cma.j.issn.1673-677X.2015.04.031.
[8] 吕海鹏, 韩冰, 何文喜, 等. 多学科联合PBL教学在本科生牙体牙髓病学教学中的初探[J].中国美容医学,2014,23(14):1204-1207.
[9] 胡琮佼, 俞懿强, 鲁嘉韦, 等. 口腔医学跨学科交叉课程教学方法初探[J].口腔材料器械杂志,2020,29(3):173-175. DOI: 10.11752/j.kqcl.2020.03.11.
[10] 李蜀鄂, 姚瑶, 熊敏,等. 基于CDIO的导师制方式在规范化培训口腔住院医师的科研创新能力培养中的应用[J].中华医学教育杂志,2019,39(7):531-534.DOI:10.3760/cma.j.issn.1673-677X.2019.07.012.
[11] 刘兴凤, 刘国成. 高职院校教师创新创业能力评价指数研究——基于多层次灰色关联的分析[J].职教论坛,2021,37(3):90-94.
[12] 唐晓, 何悦. 从口腔颌面外科学的专业特殊性探究口腔专业的本科生教学模式[J].中华口腔医学研究杂志(电子版),2019,13(3):180-182. DOI: 10.3877/cma.j.issn.1674-1366.2019.03.008.
