Objective To investigate the current status of interdisciplinary medical postgraduate training, and medical graduate students and tutors' knowledge about and attitude to interdisciplinary-based medical postgraduate training. Methods Using convenient sampling method, an online questionnaire survey was conducted among 430 graduate students and 97 tutors from Peking University Health Science Center to investigate their experience of cooperation with other disciplines, as well as their views on the interdisciplinary-based postgraduate training and suggestions on the improvement of the training model. Results The results showed that 47.0% (202/430) of graduate students and 84.5% (82/97) of tutors reported having the cooperation experience with other disciplines. 98.8% (425/430) of graduate students and 99.0% (96/97) of tutors recognized the benefits of interdisciplinary to medical postgraduate training, including broadening students' knowledge and perspective, sharing resources, improving research methods, and the discovery of scientific problems. The proportion of having a corresponding experience showed that 53.9% (284/527) was much higher than that of expecting interdisciplinary cooperation [98.9% (521/527)] among participants. The first three factors restricting the training reported by the graduate students and tutors were lack of platforms for cooperation and exchange 65.6% (282/430), 71.1% (69/97), imperfect training system 63.3% (272/430), 71.1% (69/97) and insufficient awareness of interdisciplinary-based training 55.8% (240/430), 52.6% (51/97). Conclusions The benefits of interdisciplinary in medical postgraduate training has been widely recognized by students and tutors. However, improving systems and platforms for multi-disciplinary cooperation, and strengthening the interdisciplinary education concept are still needed to promote interdisciplinary integration and medical innovative talents training.
Wei Yuan
,
Shi Huifeng
,
Wang Qing
,
Xie Jialei
,
Wang Xiaoli
,
Zhao Yangyu
. A survey on the knowledge and attitude to interdisciplinary-based medical postgraduate training among medical graduate students and tutors[J]. Chinese Journal of Medical Education, 2020
, 40(3)
: 196
-200
.
DOI: 10.3760/cma.j.issn.1673-677X.2020.03.009
[1]袁力,张敬军,刘林祥, 等.交叉学科视野下复合型医学人才培养[J].中华医学教育杂志,2014,34(4):500-503. DOI:10.3760/cma.j.issn.1673-677X.2014.04.007.
[2]范耿,于芳,邢晓辉.学科交叉在医学高等教育中的必要性[J].中国卫生事业管理,2012,29(12):940-941. DOI:10.3969/j.issn.1004-4663.2012.12.022.
[3]黄文发,陈文雪.我校探索医科与非医学科交叉复合型人才培养新模式[EB/OL].(2016-04-08) [2019-08-29]. https://news.fudan.edu.cn/2016/0408/c4a56290/page.htm.
[4]兰杰.上海交通大学:大力推进新医科建设 着力培养有灵魂的卓越医学创新人才[EB/OL]. (2019-04-29) [2019-08-29]. https://news.sjtu.edu.cn/mtjj/20190502/102083.html.
[5]唐闻佳.牵手中医大、上理工,上海交大医学院布局“新医科”建设直击21世纪健康挑战[EB/OL]. (2019-10-17)[2019-10-17]. http://www.whb.cn/zhuzhan/yiliao/20191017/ 295293.html.
[6]教育部, 国家卫生健康委员会, 国家中医药管理局.关于加强医教协同实施卓越医生教育培养计划2.0的意见[EB/OL].(2018-10-08)[2019-05-13].http://www.moe.gov.cn/srcsite/A08/moe_740/s7952/201810/t20181017_351901.html.
[7]高磊, 彭大银, 赵文华. 学科交叉研究生培养研究综述及思考[J]. 研究生教育研究, 2011 (3): 26-30. DOI:10.3969/j.issn.2095-1663.2011.03.006.
[8]熊勇清,胡娟.研究生创新创业素质与学科交叉培养模式——基于在校研究生的调查与分析[J].研究生教育研究,2017 (2):40-46.
[9]孙嘉, 张素素, 陈宏, 等. 基于交叉学科建设对高等医学院校科研发展的思考及探索[J].医学教育研究与实践,2017,25(3):335-337,371. DOI: 10.13555/j.cnki.c.m.e.2017.03.003.
[10]黄俊平,陈秋媛,瞿毅臻.交叉学科人才培养模式的探索与实践——以北京大学为例[J].学位与研究生教育,2017 (5):39-42. DOI:10.16750/j.adge.2017.05.008.
[11]李阳,王宏志,陈戈珩, 等.国外学科交叉型创新人才培养与启示[J].现代教育科学, 2017 (8):152-156. DOI:10.13980/j.cnki.xdjykx.2017.08.026.
[12]张建卫,赵辉,罗庆生, 等.美国交叉学科博士研究生的培养:现状评析与实践启示[J].学位与研究生教育,2015 (9):59-63.
[13]National Center for Education Statistics. Digest of education statistics: 2018 [EB/OL]. [2019-12-27]. http://nces.ed.gov/programs/digest/d18/tables_3.asp#Ch3Sub24.
[14]杨潮.拓展学科思维促进学术创新——来自浙大综合性交叉课程学习的调查报告[J].教育发展研究,2007 (11):82-84. DOI:10.3969/j.issn.1008-3855.2007.11.021.
