以医学类硕士生培养类型论教学质量保障体系

Study of teaching quality guarantee system on cultural types of medical master

目的通过对医学类硕士生培养类型的了解来探讨科学学位与专业学位硕士生的教学质量保障体系。方法采用问卷调查的方法随机抽取5所普通高等学校医学类硕士生进行调查。结果 (1)科学学位与专业学位的硕士生对其读硕最直接的一项动因比较差异无统计学意义(P>0.05),共同所占比例最多的动因是进一步提高学识水平,而专业学位硕士生对于评职称或晋升所占构成比为0。(2)科学学位硕士生与专业学位硕士生在专业水平、创新能力、科研能力的学习上对个人的影响尚不能认为差异有统计学意义(P>0.05));其中专业水平对个人的影响度很大所占比例较多(42.8%),创新能力(40.0%)与科研能力(41.6%)对个人的影响度比较大所占比例多;对专业水平的学习:专业学位的硕士生影响度很大的比科学学位的硕士生较多(48.4%>40.3%),对于创新能力的学习:两种培养类型相差不大,对科研能力的学习:专业学位的硕士生影响度比较大的比科学学位硕士生较多(45.2%>40.0%)。(3)科学学位与专业学位硕士生在治学态度、道德修养、心能承受能力上对个人的影响程度比较尚不能认为差异有统计学意义(P>0.05),社交能力(P<0.05)对个人的影响程度比较有显著地差别;对于心能承受能力对个人的影响:科学学位硕士生认为对个人的影响比较大(41.4%),而专业学位硕士生认为对个人的影响很大(43.9%)。(4)科学学位与专业学位硕士生认为最缺乏的是对相关学科的了解和进行跨学科研究的能力,其次是不同培养类型教学缺乏项目的侧重点不同。(5)科学学位与专业学位中有77.5%的硕士生不能独立承担重大课题研究,对能从事与专业相关工作人员的构成比仅58%。结论学校应重视大部分医学类硕士生的读硕动因——提高学识水平以及完善教学内容项目的缺乏——加强相关学科学习和培养能进行跨学科研究的能力,建议以提高医学类硕士生的专业水平、创新能力、科研能力及硕士生素质为目的,辅以不同培养类型异同点实施因型施教,完善硕士生培养教学质量保障体系。

Objective Through the understanding of cultural types of medical master,to study the teaching quality guarantee system of scientific degree and professional degree. Methods Medical master in 5 different ordinary colleges who were randomly extract were investigated through the methods of questionnaire. Results （1）The most direct motivation of reading postgraduate for medical master between scientific degree and professional degree was no statistical significance（P 〉 0.05）.The most proportion motivation was to further improve academic levels,while the constituent ratio of professional title assessment and promotion was 0%.（2）The differences of the learning on professional level（42.8%）,the creative ability（40.0%）,the scientific research ability（41.6%）for individual effect of medical master between scientific degree and professional degree was not obviously（P 〉 0.05）.The learning on professional level for individual influence degree of medical master of professional degree was higher than which of scientific degree（48.4% 〉 40.3%）,the learning on creative ability between medical master of professional degree and scientific degree has little difference,the learning on scientific research ability for individual influence degree of medical master of professional degree was higher than which of scientific degree（45.2%〉40.0%）.（3）The differences of the studying attitude,the moral cultivation,the cardiac affordability for individual effect of medical master between scientific degree and professional degree was not obviously（P 〉 0.05）,with the cardiac affordability for individual effect of medical master of scientific degree was（41.4%）,and which was（43.9%）of professional degree.The＆amp;nbsp;differences of sociability for individual effect of medical master between scientific degree and professional degree was statistical significance（P 〈 0.05）.（4）Medical master between scientific degree and professional degree had considered that,the understanding of related disciplines and the ability of interdisciplinary research were most lacking, secondly,the different emphasis of project on different cultural types teaching was lacking.（5）77.5% of medical master of scientific degree and professional degree couldn＇t independent bear great subject research.The constituent ratio of staff with the ability of engaged in correlation specialty was only 58%. Conclusion To pay attention to the motivation of most medical master,to improve the academic levels and to perfect the project of teaching content,to strengthen the learning of related disciplines and to culture the ability of interdisciplinary research,in order to improve the profesional level,the creative ability, the scientific research ability,and the diathesis of medical master.Through the actualization of teaching owing to type according to the similarities and differences on diffferent cultural types,to perfect the teaching quality guarantee system on cultural types of medical master.