采用行文结构分析法提高医学研究生科研论文阅读能力的教学评价

Teaching evaluation of applying article structure analysis to improve medical graduate students＇ ability to read research articles

目的评价采用行文结构分析教学提高医学研究生科研论文阅读能力的效果。方法选择我校基础医学院2013级48名硕士研究生随机分人实验组和对照组，每组24人。在科研论文阅读能力培训中，实验组采用行文结构分析教学。对照组采用集体自学讨论。培训前后，对两组学生实施统一的阅读能力测试和自我阅读能力评价调查：并在培训后针对实验组实施教学满意度调查。采用SPSS16．0对相关数据行方差分析、Wilcoxon符号秩检验。结果培训后阅读能力测试结果显示。实验组学生与对照组相比，在阅读能力评分（P=0．013）、阅读用时评分（P=0．003）和阅读效率评分（P=0．004）方面成绩更好。两组学生阅读能力自评结果显示，培训后实验组学生在各调查项目上的自评分均高于对照组，且差异有统计学意义（P值均小于0．05）。针对实验组学生的行文结构分析教学满意度调查结果显示，学生对6项调查内容的评分均大于3，即评价超过“一般”程度：其中4项评分大于4．即达到“满意”或“很满意”程度。结论行文结构分析教学可以显著提高医学研究生的科研论文阅读能力。

Objective To evaluate the teaching effectiveness of applying article structure analysis to improve medical graduate students＇ ability to read research articles. Methods 48 medical graduate students from basic medicine school of the Fourth Military Medical University were randomly and equally divided into the experimental group and control group. In the reading ability training of scientific research papers, the experimental group used the teaching of the structure analysis, while the control group used the collective self study. Before and after the training, the two groups of students were implemented a unified reading ability test and self reading ability evaluation survey, and after the training, the teaching satisfaction survey was conducted among the experimental group only. SPSS 16 was used to analyze the correlation data and Wilcoxon for signed-rank t est. Results After training the reading ability test results showed that reading ability score （P=0.013）, consumed reading time score （P=0.003） and reading efficiency （P=0.004） of the experimental group were significantly higher than those of control group. The two groups of students＇ self-evaluation of the reading ability showed that after training, the scores of the students in the experimental group were higher than those in the control group, and the differences were statistically significant （P values were less than 0.05）. The experimental group students＇ teaching satisfaction survey to article structure analysis showed students＇ score in 6 survey contents were greater than 3, namely degree of evaluation was more than ＂general＂, among which, the score of four survey contents was more than g, that is to achieve ＂satisfied＂ or ＂very satisfied＂. Conclusion Applying article structure analysis can significantly improve medical graduate students＇ ability to read research articles.