医学科研型硕士研究生专业课程设置的调查与启示

Investigation and revelation of the professional curriculum for the research-oriented medical graduate students

目的设计满意度问卷对医学科研型硕士研究生专业课程设置的满意程度进行调查,探讨课程设置的合理性情况。方法采用小组访谈的方法设计问卷,内容包括综合设置满意度、实用性、新颖性、参与度和创新性前沿性5个维度共10个条目及2个开放式问题。召集中国医学科学院血液病医院血液学研究所(以下简称"我院")医学科研型硕士研究生及已完成专业课程学习的在读科研型博士生进行调查,分析结果。结果共发放调查问卷97份,全部收回,有效问卷94份,有效率为96.91%。94份有效问卷结果显示,课程时间安排满意度最高,占92.5%;其次分别为学生上课出勤率、教学内容先后顺序及技能实用性,满意度分别为91.5%、88.3%及81.9%。其他项目满意度均低于80.0%,以授课方式(含课件制作)(73.4%)及是否能启发创新性思维(72.3%)最为突出。开放式问题中,22.3%的调查对象认为应增加中英文结合授课方式,19.1%建议推荐经典文献及教材,其他意见建议主要包括及时更新课件、不要照读课件、增强课堂互动。结论我院医学科研型硕士研究生专业课程设置基本合理,课程时间安排及教学内容先后顺序均能得到较高满意度,但授课方式及创新性存在不足。应进一步优化课程结构,动态更新课程内容;加强特色教材建设;建立灵活多样的教学模式;改进考试形式,提高考核目的;完善课程评估体系。

Objective To investigate the degree of satisfaction with the research-oriented medical postgraduates＇ professional curriculum by designing satisfaction questionnaire, explore the rationality of the curriculum. Methods The questionnaire was designed in a way of group interview which included five dimensions： comprehensive setting satisfaction, practicality, novelty, participation and innovative frontier, a total of 10 entries and 2 open questions. Research-oriented medical postgraduates of Hematology Blood Diseases Hospital, Chinese Academy of Medical Sciences（Institute of Hematology）（ ＂our hospital for short＂） and reading Ph D students who had completed professional courses were called to carry out the investigation. And then the outcomes were analyzed. Results A total of 97 questionnaires were all retracted, in which 94 questionnaires took effect. The 94 valid questionnaire results showed that the course schedule enjoyed the highest satisfaction, accounting for 92.5%. The satisfaction degree of student attendance in class, sequence of teaching content and practicality of skills was 91.5%, 88.3% and 91.5% respectively. Other project satisfaction was lower than 80.0%, among which teaching methods（courseware making included）（73.4%） and whether tutors could inspire innovative thinking（72.3%） were the lowest. Among the open questions, 22.3% of respondents thought the combination of Chinese and English teaching methods should be added. 19.1% respondents suggested classic literature and materials should be recommended. There were still other suggestions mainly including updating coursewares, undoing reading courseware literally and adding more interaction in class. Conclusion Results of this research show that generally reasonable professional curriculum is set for research-oriented medical postgraduates in our hospital. Arrangement of curriculum time and sequence of teaching content receive higher satisfaction, but there are shortcomings in the teaching methods and innovative thinking. What should try the best is to further optimize the curriculum structure, update curriculum content dynamically; strengthen the construction of characteristic teaching material; establish a flexible and varied teaching mode; improve the test form, improve the assessment purpose; perfect the curriculum evaluation system.