目的 探究导师指导对八年制临床医学专业毕业生科研产出的影响以及科研自我效能在其中的作用。 方法 2022年5至8月,通过自制问卷对11所院校的八年制临床医学专业1 367名毕业生开展调查。导师指导指本科教育阶段是否配备导师、是否有论文发表要求、学位论文指导满意度,科研产出指毕业生平均每年以第一作者或通信/迅作者身份(简称年均一作)发表论文数量和论文最高影响因子。使用Pearson相关性分析研究各变量之间的相关性,并采用Process插件中的Model4对科研自我效能在导师指导和科研产出之间的中介效应进行检验。 结果 561名(41.0%)毕业生在本科教育阶段即有导师指导,586名(42.9%)毕业生的导师有论文发表要求,学位论文指导满意度(4.02±0.86)分,科研自我效能(3.28±0.90)分,毕业生平均年均一作发表论文0.43篇,论文最高影响因子平均3.00分。本科阶段配备导师和论文发表要求通过科研自我效能对毕业后年均一作论文发表数量的间接效应值分别为0.089和0.056,Boostrap 95%置信区间均不包含0。 结论 导师指导通过毕业生科研自我效能的中介作用对科研产出有正向影响,本科教育阶段给八年制临床医学专业学生配备导师并有适当的论文发表要求,有助于提高毕业生的科研产出。
Objective To examine the impact of mentor guidance on the research productivity among eight-year medical graduates and the mediating role of research self-efficacy. Methods Between May and August 2022, a self-developed questionnaire was distributed to 1 367 eight-year medical graduates from 11 universities. Mentor guidance variables were assignment of a faculty mentor during the undergraduate phase, mandatory publication requirement, and satisfaction with thesis supervision. Research output metrics were annual first- or corresponding-author publications and the highest impact factor achieved. Pearson correlations were computed, and mediation was tested with PROCESS Model 4. Results Overall, 561 (41.0%) had a mentor during their undergraduate stage, 586 (42.9%) were subject to a publication requirement, the average satisfaction with thesis guidance was 4.02±0.86, and the average research self-efficacy score was 3.28±0.90. Graduates published an average of 0.43 papers per year as first author, and the average highest impact factor was 3.00. Mentor assignment and publication requirement exerted significant positive indirect effects on annual first-author output through research self-efficacy (β=0.089 and 0.056, respectively). The Bootstrap 95% confidence intervals for both indirect effects did not include 0. Conclusions Mentorship exerted a positive effect on the research productivity of eight-year medical students through the mediating mechanism of research self-efficacy. Early allocation of mentors coupled with appropriate publication requirements during the undergraduate period is recommended to optimise long-term research output.
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