Practice and improvement of scientific research training for medical undergraduates of eight-year program

  • Lu Man ,
  • Wang Jingchao ,
  • Liu Hong
Expand
  • 1Section of Teaching Management, Education Office, Peking University Health Science Center, Beijing 100191, China;
    2Education Office, Peking University Health Science Center, Beijing 100191, China

Received date: 2021-10-26

  Online published: 2022-06-29

Abstract

It has reached consensus that eight-year medical students need to possess certain research capacity, which relevant universities and colleges had carried out active and various exploration. Peking University Health Science Center (PKUHSC) attached importance to scientific research training. Based on its talent training objectives and the feedback from students and teacher interviews, PKUHSC optimized its research training system through early motivating students, improving the continuity of scientific research training, providing clinical research training programs in early stage of medical education and prolonging the training time. This paper through introducing the practice and reform in PKUHSC, hoped to provide reference for relevant colleges and universities.

Cite this article

Lu Man , Wang Jingchao , Liu Hong . Practice and improvement of scientific research training for medical undergraduates of eight-year program[J]. Chinese Journal of Medical Education, 2022 , 42(7) : 628 -632 . DOI: 10.3760/cma.j.cn115259-20211026-01313

References

[1] 吴红斌, 谢阿娜, 王维民. 我国八年制医学教育的回顾与展望[J].中华医学教育杂志,2020,40(7):513-518. DOI: 10.3760/cma.j.cn115259-20191129-01032.
[2] Conroy MB, Shaffiey S, Jones S, et al. Scholarly research projects benefit medical students' research productivity and residency choice: outcomes from the University of Pittsburgh School of Medicine[J]. Acad Med, 2018,93(11):1727-1731. DOI: 10.1097/ACM.0000000000002328.
[3] Carberry C, McCombe G, Tobin H, et al. Curriculum initiatives to enhance research skills acquisition by medical students: a scoping review[J]. BMC Med Educ, 2021,21(1):312. DOI: 10.1186/s12909-021-02754-0.
[4] 金晶, 马超, 高小惠. 八年制临床医学生科研能力培养模式的比较研究[J].中国高等医学教育,2016(8):1-2. DOI: 10.3969/j.issn.1002-1701.2016.08.001.
[5] 张蜀靖, 丁卉, 胡豫, 等. 临床医学八年制科研能力培养的现状分析及思考[J].中国高等医学教育,2020(2):122-123. DOI: 10.3969/j.issn.1002-1701.2020.02.064.
[6] 曹阳,张义成,周匡果,等. 八年制医学生科研培养策略探讨[J]. 医学与社会,2016,29(1):108-110. DOI:10.13723/j.yxysh.2016.01.035.
[7] 续岩, 王维民, 王宪. 北京大学医学部本科生科研能力培养的总体设计与实施[J].中华医学科研管理杂志,2015,28(1):68-70,93. DOI: 10.3760/cma.j.issn.1006-1924.2015.01.020.
[8] Mabvuure NT. Twelve tips for introducing students to research and publishing: a medical student's perspective[J]. Med Teach, 2012,34(9):705-709. DOI: 10.3109/0142159X.2012.684915.
[9] 陈立波. 提高临床医学生科研能力的思考[J]. 基础医学教育,2020,22(10):782-784. DOI:10.13754/j.issn2095-1450.2020.10.25.
[10] Ommering B, Wijnen-Meijer M, Dolmans D, et al. Promoting positive perceptions of and motivation for research among undergraduate medical students to stimulate future research involvement: a grounded theory study[J]. BMC Med Educ, 2020,20(1):204. DOI: 10.1186/s12909-020-02112-6.
[11] Laidlaw A, Aiton J, Struthers J, et al. Developing research skills in medical students: AMEE Guide No. 69[J]. Med Teach, 2012,34(9):e754-e771. DOI: 10.3109/0142159X.2012.704438.
[12] 付瑶, 姜冠潮, 石淑宵, 等. 北京大学医学部八年制临床医学专业毕业生临床和科研能力调查分析[J].中华医学教育杂志,2021,41(2):122-126. DOI: 10.3760/cma.j.cn115259-20191225-01118.
[13] Cornett M, Palermo C, Wallace MJ, et al. A realist review of scholarly experiences in medical education[J]. Med Educ, 2021,55(2):159-166. DOI: 10.1111/medu.14362.
Outlines

/