目的 了解医学研究生科研方法学课程的教学需求和授课效果,探索适合医学研究生的教学方式。方法 2021年12月,采用横断面设计,调查某军校2021级160名研究生科研方法学课程的知信行(即知识、态度、信念和做法)、课程内容的必要性、满意度和课时增删需求、授课效果影响因素等。连续型影响因素的比较采用t检验或秩和检验,率的比较采用χ2检验或确切概率法,分类变量采用多元Logistic回归模型,连续变量采用多元线性回归模型。结果 研究生对授课满意度达到95.0%以上。104名(65.0%)研究生认为应该增加课时,随着年龄增长需求更大。研究生对课程的建议主要包括:95名(59.4%)研究生支持流行病学和医学统计学分开授课,入学以来发文量越多,越倾向于分开授课。117名(73.1%) 研究生希望增加大型队列研究平台,116名(72.5%)研究生提出需要机房配置、138名(86.3%)研究生提出增加多媒体等教学条件、30名(18.8%)研究生提出增加案例和实践教学时数,135名(84.4%)研究生建议开展双语教学、131名(81.9%)研究生建议在教学中增加文献评阅。结论 医学研究生对临床科研方法学课程整体评价较好,大部分研究生支持多媒体教学、双语教学和文献评阅,应当针对研究生实际需求不断改善授课条件和调整教学方式。
Objective To understand the teaching needs and effectiveness of a medical research methodology course for medical graduate students and to explore suitable teaching methods for them. Methods A cross-sectional questionnaire survey was conducted in December 2021 on 160 graduate students from a military school enrolled in 2021. The survey covered knowledge, attitude, beliefs, andpractices (KABP) regarding the methodology course, the necessity of course content, satisfaction,and the need for changes in class hours, as well as factors affecting teaching effectiveness.Comparisons of continuous influencing factors were made using t-tests or rank-sum tests, ratecomparisons were made using χ2 tests or exact probability methods, categorical variables were analyzed using multivariate logistic regression models, and continuous variables were analyzed using multivariate linear regression models.Results The survey analysis revealed that more than 95.0% of the students were satisfied with the teaching. Furthermore, 104 students (65.0%) believedthat class hours should be increased, with older students expressing a greater need. Suggestions from students included the following:95 students (59.4%) supported separate courses for epidemiology and medical statistics, with a tendency for students with more publications sinceenrollment to favor separate courses. In addition, 117 students (73.1%) hoped to increase large cohort study platforms, 116 students (72.5%) suggested the need for computer room configurations, 138 students (86.3%) proposed enhancing multimedia teaching conditions, 30 students (18.8%) recommended increasing the number of case studies and practical teaching hours, 135 students (84.4%) advised implementing bilingual teaching, and 131 students (81.9%) recommended incorporating more literature review in the teaching process. Conclusions The overall evaluation of the clinical research methodology course by medical graduate students is positive. Most students support multimedia teaching, bilingual teaching, and the inclusion of literature reviews. Teaching conditions and methods should be continuously improved and adjusted to meet the actual needs of the students.
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