导师引导下“5+3”一体化结直肠外科专业型研究生参与学术期刊论文编审小组的教学模式效果初探  

Tutor-guided academic journal papers review and editing,an integrative teaching model for professional graduate students from colorectal and anal surgery

作　　者：马辉[1] 甘嘉亮[1] 龚艺贞 龙冰霜 叶方惠 廖存[1] 黄家豪[1] Ma Hui;Gan Jialiang;Gong Yizhen;Long Bingshuang;Ye Fanghui;Liao Cun;Huang Jiahao(Department of Colorectal&Anal Surgery,The First Affiliated Hospital of Guangxi Medical University,Nanning 530021,Guangxi Zhuang Autonomous Region,China;Department of Gastrointestinal Surgery,Affiliated Hospital of Guilin Medical University,Guilin 541000,Guangxi Zhuang Autono⁃mous Region,China;Editorial Office of the Journal of Colorectal&Anal Surgery,The First Affiliated Hospital of Guangxi Medical University,Nan⁃ning 530021,Guangxi Zhuang Autonomous Region,China)

机构地区：[1]广西医科大学第一附属医院结直肠肛门外科,广西南宁530021 [2]桂林医学院附属医院胃肠外科,广西桂林541000 [3]广西医科大学第一附属医院《结直肠肛门外科》杂志编辑部,广西南宁530021

出　　处：《结直肠肛门外科》2020年第3期379-383,共5页Journal of Colorectal & Anal Surgery

基　　金：2019年广西学位与研究生教育改革课题(JGY2019052)。

摘　　要：目的初步探讨导师引导下“5+3”一体化结直肠外科专业型研究生参与学术期刊论文编审小组的教学模式效果。方法纳入17名接受“5+3”一体化模式教育培养的结直肠外科专业型研究生作为培养对象,另纳入7名具有论文写作及稿件编辑经验的人员作为培训老师。建立学术期刊论文编审小组,通过集中学习(PPT授课、小组问答、疑难稿件专题讨论、优秀稿件评析、退稿稿件问题剖析、课堂总结等)和个别指导等形式进行培训。分别在培训前和培训结束时评价研究生科研信息素养能力、对统计学方法的掌握情况、阅读文献能力以及分析培训结束时综述及论著完成情况及质量。结果培训结束时17名研究生信息意识、信息技能、信息应用与创造、信息安全与道德等各维度评分较培训前均升高,差异有统计学意义(均P<0.05)。培训前,大部分研究生对常见统计方法掌握主要为“知道但不会用”。培训结束时,大部分研究生对常见统计方法掌握主要为“会用但不知道原理”和“会用并了解具体原理”。培训前,学生阅读文献能力评价评分为(1.2±0.5)分,培训结束时为(4.5±0.6)分,差异有统计学意义(P<0.001)。17名研究生均完成综述及论著的撰写,其中6篇综述被评为优秀,9篇综述被评为良好,2篇被评为合格;2篇综述论著被评为优秀,8篇论著被评为良好,7篇论著被评为合格,没有稿件被评为不合格。结论导师引导下“5+3”一体化结直肠外科专业型研究生参与学术期刊论文编审小组的教学模式有助于提高研究生科研信息素养能力和科研能力,具有进一步推广应用价值。Objectives To investigate the effect of tutor-guided academic journal papers review and editing,an integrative teach⁃ing model for professional graduate students from colorectal and anal surgery.Methods A study group of academic journal pa⁃per review and editing process was established.Seventeen professional graduate students from colorectal and anal surgery under the 5+3 curriculum were recruited.Seven tutors who have experiences in writing,reviewing,and editing academic journal papers were also recruited.The teaching model included massed learning and individual tutoring.Massed learning included classroom teaching,group members ask and answer each other,panel discussion of difficult papers,excellent manuscripts analysis,rejected manuscripts analysis,and overall reviews.Research information literacy,knowledge of statistics,and the ability to read and evalu⁃ate papers were evaluated before and after training.We also recorded the quality of reviews and original articles written by the students.Results Information awareness,information skills,information application and generation,information security and moral⁃ity of the students increased significantly after the training(P<0.05).Before the training,most students knew basic statistics as“heard of it but unable to apply”.After the training,most student rated their knowledge of basic statistics as“able to apply but do not comprehend the underlying theory”or“able to apply and comprehend the underlying theory”.Scores of ability to read and evaluate increased from(1.2±0.5)to(4.5±0.6)(P<0.001).All 17 students completed a review and an original article on their own.Of the 17 reviews,6 were rated as excellent,9 good,and 2 pass.Of the 17 original articles,2 were rated as excellent,8 good,and 7 pass.No review or original article was rated as failed.Conclusion An integrative teaching model that engages post⁃professional graduate students in tutor-guided academic journal paper review and editing can effectively increase the student’s re⁃search info

关 键 词：教学 专业型研究生 学术期刊论文评价学习小组 科研信息素养 

分 类 号：R-4[医药卫生] G643[文化科学—高等教育学]