科研导师制在医学本科生科研学习中的应用研究  

Application of scientific research tutorial system in scientific research learning for medical undergraduates

作　　者：王清清 陈鹏飞 林贤丰[1] 张宏宇 王逸宁 范顺武[1] WANG Qingqing;CHEN Pengfei;LIN Xianfeng;ZHANG Hongyu;WANG Yining;FAN Shunwu(Department of Orthopaedic Surgery,Sir Run Run Shaw Hospital,Zhejiang University School of Medicine,Hangzhou 310016,China;School of Pharmaceutical Sciences,Wenzhou Medical University,Wenzhou 325000,China;32018 Five-year Clinical Medicine Major,First School of Clinical Medicine,Wenzhou Medical University,Wenzhou 325000,China)

机构地区：[1]浙江大学医学院附属邵逸夫医院骨科,杭州310016 [2]温州医科大学药学院,温州325000 [3]温州医科大学第一临床医学院,温州325000

出　　处：《浙江医学教育》2024年第3期145-149,164,共6页Zhejiang Medical Education

摘　　要：目的 探讨科研导师制在医学本科生(以下简称学生)科研学习中的应用效果。方法 回顾性地将温州医科大学2022届五年制临床医学专业学生按照班级划分为10个群体,采用整群抽样法随机抽取5个群体共150名学生,从中选出符合纳入标准的120名学生作为研究对象。按照是否实施科研导师制将120名学生分为试验组和对照组,将实施科研导师制的50名学生设为试验组,将未实施科研导师制的70名学生设为对照组。采用问卷调查方法,比较两组学生在学习成绩、科研成果、科研素养和毕业流向方面的差异。结果 参与科研学习前,两组学生学习成绩比较,其差异无统计学意义(Z=-1.365,P=0.172);参与科研学习后,试验组学生学习成绩优于对照组学生,其差异具有统计学意义(Z=-2.314,P=0.021)。试验组学生在科研成果方面(发表学术论文、参与科研课题、科研竞赛获奖)的表现均明显优于对照组学生,其差异均具有统计学意义(χ^(2)值分别为23.644、14.445、29.575,均P<0.05);试验组学生在科研学习积极性、科研知识认知能力、科研技能掌握程度和科研学习满意度方面的表现均明显优于对照组学生,其差异均具有统计学意义(t值分别为9.848、3.794、8.118、6.473,均P<0.05);两组学生在科研学习效率上的差异无统计学意义(t=1.136,P=0.317)。试验组学生的毕业流向情况明显优于对照组学生,其差异具有统计学意义(χ^(2)=15.231,P<0.05)。结论 科研导师制在医学本科生科研学习中具有重要的应用价值,有助于培养医学生的科研能力,提升医学生的科研素养,提高医学生的学习成绩,优化医学生的毕业流向,促进医学科研人才的全方位发展。Objective To investigate the application value of scientific research tutorial system in scientific research education for medical undergraduates.Methods The 2022 five-year clinical medicine graduates of Wenzhou Medical University were divided into 10 groups retrospectively according to their classes,and 5 groups(150 students in total)were randomly selected using the cluster sampling method.Among these 150 students,120 students who met the screening criteria were selected as the study subjects,and they were divided into the experimental group and the control group according to whether they implemented scientific research tutorial system or not.Specifically,50 students who implemented scientific research tutorial system were set as the experimental group;70 students who did not implement scientific research tutorial system were set as the control group.A questionnaire survey was used to compare the differences in academic achievements,scientific research achievements,scientific literacy,and graduation destination between two groups.Results No difference was found in academic achievements between the experimental group and the control group before participating in scientific research(Z=-1.365,P=0.172),while after participating in scientific research the experimental group performed better than the control group in academic achievements(Z=-2.314,P=0.021).Moreover,the experimental group all got better scientific research achievements(publishing academic papers,participating in scientific research projects,winning in scientific research competitions)than control group(χ^(2)=23.644,14.445,29.575,respectively,all P<0.05).The experimental group also reflected higher motivation,cognitive ability,skill mastery and satisfaction to research learning when compared to control group(t=9.848,3.794,8.118,6.473,respectively,all P<0.05),while no difference was found in the aspect of scientific research learning efficiency between two groups(t=1.136,P=0.317).Moreover,graduation destination was also better in the experimental group(

关 键 词：科研导师制 医学本科生 科研学习 问卷调查 

分 类 号：G642[文化科学—高等教育学] R-05[文化科学—教育学]