目的 探讨在医学机能实验学课程“自主设计实验”模块中采用导师制联合同伴教学方式对医学本科生科研创新能力的影响。方法 采用前后对照的研究方法,2023年9月-11月以北京协和医学院2020级八年制临床医学专业84名学生为研究对象,进行导师制联合同伴教学。导师在课程前后对实验设计方案进行2次评分,并通过对学生进行问卷调查,评价导师制联合同伴教学方式对医学生科研创新能力的影响。数据分析采用t检验和χ²检验。结果 通过采取导师制联合同伴教学,学生在选题的难易程度及创新性、实验设计的合理性及严谨性和结果统计分析等方面都有明显的提高[(68.00±2.96)比(89.00±3.92)分,(66.00±5.01)比(88.00±4.31)分,(67.00±4.56)比(91.00±5.01)分],其差异均具有统计学意义(均P＜0.001)。90.48%(76/84)的学生认为采用导师制联合同伴教学可以有效解决学生在实验设计过程中遇到的困难。结论 在医学机能实验学课程“自主设计实验”模块实施导师制联合同伴教学方式可以有效提升医学生的科研创新能力。

Objective Exploring the impact of the tutorial system combined with peer teaching in the ″independent design experiment″ module of medical functional experiment on the scientific research innovation ability of medical undergraduates. Methods A self-controlled study was conducted from September to November 2023, involving 84 eight-year clinical medicine students from the class of 2020 at Peking Union Medical College. The tutorial system combined with peer teaching was implemented. Tutors evaluated the experimental design proposals twice—before and after the course—and a student questionnaire survey was administered to assess the impact of this teaching approach on the scientific research innovation ability of medical students. Data analysis was performed using t-tests and χ² tests. Results Through the implementation of the tutorial system combined with peer teaching intervention, students showed significant improvements in various aspects, including the difficulty and novelty of the research topic, the rationality and rigor of the experimental design, and the statistical analysis of the results [(68.00 ± 2.96) vs. (89.00 ± 3.92), (66.00 ± 5.01) vs. (88.00 ± 4.31), (67.00 ± 4.56) vs. (91.00 ± 5.01), all P < 0.001], with statistical significance. Among the 84 medical undergraduates, 90.48%(76/84)agreed that the tutorial system combined with peer teaching effectively addressed the difficulties they encountered during the experimental design process. Conclusions Implementation of a combined tutorial-peer teaching approach in the ″Independent Experimental Design″ module of Medical Functional Experiment Courses significantly enhances scientific research innovation capabilities among medical undergraduates.