目的 探讨同济大学临床医学“5+3+X”博士研究生的培养现状及其存在的问题,并提出改进建议。方法 于2022年3月,以同济大学2016~2022级临床医学“5+3+X”博士研究生为对象开展问卷调查;以学生发展理论中“输入—过程—输出—发展”为理论框架,通过文献回顾、结合《上海市专科医师规范化培训总则》编制在读生和毕业生2套问卷,采用描述性分析对相关数据进行分析。结果 ①输入情况:男生27人、女生70人;在读生74人、毕业生23人;本科毕业于“双一流”建设高校41人、硕士毕业于“双一流”建设高校81人。②过程情况:博士研究生对专培阶段的教育具有较高的接受度,对于专培制度政策和目标等较为熟悉;专培阶段学习情况和专培阶段的满意度较好。③输出情况:92.78%(90/97)的博士研究生的学术成果是发表学术论文。④发展情况:博士毕业生对于职业发展评价的满意度处于一般水平。结论 临床医学“5+3+X”博士研究生对于专培阶段的培训内容具有较高的认同感和接受度,对学习过程和结果的满意度总体较为良好。但在临床实践能力、科研能力、职业发展能力等方面仍然存在改进空间。

Objective To explore the present situation and existing problems of the training of ″5+3+X″ doctoral students in clinical medicine in Tongji University, and put forward suggestions for improvement. Methods In March, 2022, a questionnaire survey was conducted among the ″5+3+X″ doctoral students in Tongji University from grade 2016 to grade 2022. Based on the theory of ″input-process-output-development″ in the theory of student development, two sets of questionnaires for students and graduates were compiled through literature review and the General Principles of Standardized Training for Specialists in Shanghai, and the relevant data were analyzed by descriptive statistics. Results (1)Input situation: 27 boys and 70 girls; There are 74 students and 23 graduates; There are 41 undergraduate graduates and 81 master graduates from ″Double First-class″ construction universities. (2)Process: Doctoral students have a high degree of acceptance of the education in the specialized training stage and are familiar with the policies and objectives of the specialized training system; The learning situation and satisfaction of the special training stage are better. (3)Output: 92.78%(90/97) of doctoral students′ academic achievement is to publish academic papers. (4) Development: The satisfaction of doctoral graduates with career development evaluation is at a general level. Conclusions ″5+3+X″ doctoral students in clinical medicine have a high sense of identity and acceptance of the training content in the specialized training stage, and their satisfaction with the learning process and results is generally good. However, there is still room for improvement in clinical practice ability, scientific research ability and career development ability.