目的 调查临床医学专业本科阶段科研导师制的实施情况及本科生对科研导师指导的满意度,为本科生科研能力培养提供参考。方法 采用自编问卷对北京大学医学部2014级、2015级临床医学专业71名本科生进行科研导师制实施情况的调查,采用频数和百分比等数据形式对调查结果进行描述性统计分析。结果 本科生共发表34篇学术论文,76.1%(54/71)的本科生认可导师指导的总体情况,74.6%(53/71)的本科生对科研项目表示认可。结论 本科生对科研导师指导和科研项目的认可度较高。通过完整、连续、兼顾全程的科研能力培养,可以促进本科生科研能力的全面提升。
Objective To discusses the implementation of research instructors for medical undergraduates and their satisfaction with tutor's guidance, and provides a reference for the cultivation of their research capacity. Methods A self-designed questionnaire was used to investigate the implementation effect of research tutorial system among 71 medical undergraduates enrolled in 2014 and 2015 in Peking University. The data of frequency and percentage were used for descriptive statistical analysis. Results A total of 34 academic papers were published by medical undergraduates, 76.1%(54/71)of the students were satisfied with their tutors’ guidance and 74.6%(53/71)of them have a positive attitude toward their research projects. Conclusions Undergraduates have a high degree of recognition for the guidance of research tutors and research projects. Through the complete, continuous and comprehensive training of research skill, the overall capacity building of medical undergraduate can be significantly promoted.
[1] 中华人民共和国教育部.国家中长期教育改革和发展规划纲要(2010—2020年)[EB/OL].(2010-07-29)[2020-09-01]. http://www.moe.edu.cn/publicfiles/business/htmlfiles/moe/ moe_177/201008/93785.html.
[2] 教育部,卫生部.关于印发《本科医学教育标准—临床医学专业(试行)》的通知(教高[2008]9号)[Z].2008-09-16.
[3] 王洪海, 卢颖, 毛俊. 医学本科生科研能力培养的探索与实践[J].中国医药导报,2018,15(7):143-145,149.
[4] 付瑶, 姜冠潮, 徐涛, 等. 八年制医学生临床阶段科研能力培养体系的构建与应用[J].中华医学教育杂志,2019,39(4):241-245. DOI: 10.3760/cma.j.issn.1673-677X.2019.04.001.
[5] 穆珺, 庄晓明, 赵金宪. 加强本科生临床综合和科研创新能力培养——小组导师制的实践尝试[J].医学教育管理,2016,2(S1):89-91.
[6] 李青, 雷蕾, 林琳, 等. PBL教学法在心内科临床实习教学中的实践[J].继续医学教育,2019,33(6):32-33.
[7] 任善成, 瞿旻, 孙颖浩. 八年制医学生科研能力培养的思考[J].中国医药导报,2013,10(34):142-144.
[8] 李颜, 何旋, 汪恒, 等. 临床医学生科研能力培养的模式与实践[J].医院管理论坛,2018,35(3):58-59,62. DOI: 10.3969/j.issn.1671-9069.2018.03.018.
[9] 何予, 魏蓉, 李永文, 等. 8年制医学生对“早期科研训练”课程的评价[J].实验室研究与探索,2009,28(11):134-136,175. DOI: 10.3969/j.issn.1006-7167.2009.11.042.
[10]黄大林, 戴支凯, 陈建宏, 等. 以导师制为中心的医学生科研能力的培养[J].现代医药卫生,2013,29(6):939-941. DOI: 10.3969/j.issn.1009-5519.2013.06.083.
[11]路晓明, 胡群英, 周少波. 导师制在培养医学本科生科研能力中的探讨[J].中华全科医学,2008,6(9):939-940. DOI: 10.3969/j.issn.1674-4152.2008.09.037.
[12]徐昱, 孙继红, 陈柯帆, 等. 导师制对本科生临床综合能力培养的效果评价[J].中华医学教育探索杂志,2013,12(2):210-212. DOI: 10.3760/cma.j.issn.2095-1485.2013.02.031.
[13]田谋利, 李永华, 傅海龙, 等. 医学院校实行“本科生导师制”的实践与探索[J].西北医学教育,2009,17(4):660,697. DOI: 10.3969/j.issn.1006-2769.2009.04.014.
[14]范芳, 李长福, 朱欣婷, 等. 依托“大创项目”培养医学生科研创新能力的实践[J].基础医学教育,2019,21(12):999-1001. DOI: 10.13754/j.issn2095-1450.2019.12.24.
