科研文献阅读是医学生需要尽早掌握的一项必备技能,也是培养其科学素养和创新能力的重要途径。以课程形式指导低年级本科生阅读科研文献,有助于学生掌握系统、科学的文献阅读方法,为其日后学习和深造奠定扎实基础。本研究以北京大学基础医学院生物化学教学团队为北京大学医学部各专业二年级和三年级本科生开设的校级通识选修课程“科研文献学习与交流”为例,阐述了课程的设计和实施,并通过课程考核和问卷调查评价教学效果。结果显示,选修过本课程的137名学生中,99.3%(136/137)的学生均能够顺利完成本课程的学习并通过考核。对2020至2021年选修本课程的72名学生的问卷调查显示,以课程形式指导低年级本科生阅读科研文献能够提升学生的文献阅读能力[88.9%(64/72)]和口头报告能力[66.7%(48/72)],激发学生的科研兴趣[51.4%(37/72)],并使学生从同伴学习中获益[63.9%(46/72)]。本课程初步建立了一套以独立课程为形式,以教师为引导,以学生为中心的早期科研训练体系,有利于培养学生的基本科研素养,激发学生的科研兴趣。
Reading research literature is a necessary skill that medical students need master as soon as possible and it is also an important way to cultivate their scientific literacy and building of innovation capacity. Guiding junior undergraduates to read research literature in a form of course may help students to master systematic and scientific literature reading methods and lay a solid foundation for their future development. Taking the example of literature reading and academic communication,a college level general education elective course has been offered by the biochemistry teaching team from Peking University School of Basic Medical Sciences. The course is developed for the sophomores and juniors of Peking University Health Science Center and this article described course design, implementation and evaluation which were carried out by final examination and questionnaire survey. The results show that among 137 students who have taken this course, 99.3% (136/137) of the students successfully completed the course and passed the examination. The questionnaire survey of 72 students taking this course during 2020 and 2021 shows that guiding junior undergraduates to read scientific research literature in a form of selective courses significantly improved students' literature reading ability [88.9%(64/72)] and their skill in presentation [66.7%(48/72)], stimulated students' interest in scientific research [51.4%(37/72)], and enabled students to benefit from peer learning [63.9%(46/72)]. This course has initially established a set of early-phase training of research capacity in a form of single course. The learning is guided by teachers and follows the students-centered principle, which is conducive to cultivating students' essential capacity of literature reading and to stimulating their interest in scientific research.
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