目的 探索基于构思(conceive)、设计(design)、实施(implement)和运行(operate)(CDIO)理念构建的导师制方式在口腔住院医师规范化培训中科研创新能力培养方面的应用效果。方法 选取2016年和2017年在华中科技大学同济医学院附属协和医院参加口腔住院医师规范化培训的32名口腔医师为研究对象,将其分为实验组和对照组。实验组16名医师,采用基于CDIO构建的导师制方式进行培训;对照组16名医师,采用传统方式培训。培训结束后,采用问卷调查和理论、操作考核方式,比较两组医师的学习能力和科研创新能力。结果 学习能力问卷评估方面,实验组医师总评分为(201.06±9.77)分,对照组医师总评分为(189.63±21.32)分,其差异无统计学意义(t=1.95,P=0.06)。在问卷的8个项目中,时间管理和拖延、信息汇编处理2个项目,实验组医师评分高于对照组医师评分[(26.69±3.07)分比(23.94±3.66)分][(26.43±2.73)分比(23.25±3.28)分],其差异均具有统计学意义[(t=2.30,P=0.03),(t=2.99,P=0.01)]。科研创新能力方面,实验组医师评分为(48.13±8.14)分,对照组医师评分为(40.56±1.36)分,其差异具有统计学意义(t=3.67,P<0.01)。两组医师的理论和操作考核成绩比较,其差异均无统计学意义(均P>0.05)。结论 CDIO导师制有利于提高口腔医师的科研创新能力。

Objective T o explore the new tutorial system based on C(conceive), D(design), I(implement) and O(operate) (CDIO) applied in dental resident standardization for creation ability. Methods Residents from Department of Stomatology, Union Hospital, Tongji Medical College, HUST starting training in 2016 and 2017 that were chosen with 16 in experimental group and 16 in control group. CDIO based tutorial system and regular administration were applied separately to evaluate ability of study, creation and operation by questionnaire and exams. Results There was no statistically significant on the total score of study ability assessment between experiment group (201.06±9.77) and the control one (189.63±21.32) (t=1.95,P=0.06). However, the score on time administration and information processing of experimental group was significantly higher than that in control group[(26.69±3.07) vs (23.94±3.66)][(26.43±2.73) vs (23.25±3.28)][(t=2.30,P=0.03),(t=3.15,P=0.01)]. Innovation ability in experimental group (48.13±8.14) was significantly higher than that of control group (40.56±1.36) (t=3.67, P<0.01). There were no statistically significant between groups in theory and operation score (all P>0.05). Conclusions This model may improve the innovation capacity of trainees.