临床医学专业学位硕士研究生对规范化培训课程设置的认知调研与思考

Cognitive investigation and reflection on standardized training curriculum of ClinicalMedicine masters with professional degree

目的了解专业学位硕士研究生对规范化培训课程设置认知情况。方法采用自制调查问卷,对南通大学附属医院400名专业学位硕士研究生从课程设置、轮转培训安排合理性、培训与课题研究冲突等方面进行调查,回收有效问卷387份,采用SPSS25.0软件进行数据分析。结果69.8%的研究生希望采用集中时间学习的方式完成课程学习,研究生对课程必修课选择情况与现设课程必修课划分存在差异。不同就读年级的研究生对“课程设置不具备实时更新性”“是否希望增设专硕课程”的认知差异具有统计学意义(P<0.05),高年级研究生更希望与时俱进地更新和增设新的课程,以满足临床实际需求。51.8%的研究生认为所学专业科室轮转时间太短,不利于课题开展;48.2%的研究生认为部分科室没有必要轮转;71.3%的研究生认为应该在规范化培训期间留出专门的课题研究时间;54.3%的研究生提出增设临床能力训练、方法类、基础理论、前沿进展、科研诚信及规范、疫情防控等相关课程的建议。结论研究生培养管理工作者应针对研究生对目前课程体系设置和对规范化培训相关意见和建议,不断完善专业学位研究生培养课程设置与培养模式改革,既体现专业学位研究生培养特点,又确保和提升与住院医师规范化培训并轨后专业学位研究生培养质量。

Objective To understand the perception of standardized training courses by professional degree master students.Methods 400 professional degree master students from the Affiliated Hospital of Nantong University were investigated using self-made questionnaires in terms of curriculum setting,rationality of rotation training arrangement,and conflict between training and project research.387 valid questionnaires were collected,and SPSS25.0 software was used for data analysis.Results 69.8%of graduate students hope to complete course learning by focusing on time learning,and there is a difference between the distribution of compulsory elective attributes of courses and the mandatory attributes of existing courses.There are statistically significant differences in the cognition of“the curriculum is not updated in real time”and“whether they want to add specialized master courses”among graduate students of different grades(P<0.05).51.8%of the graduate students believe that the rotation time of the department in this major was too short,which is not conducive to the development of the project;48.2%of graduate students believe that there is no need to rotate some departments;71.3%of graduate students believe that special research time should be set aside during the standardized training period;54.3%of the graduate students propose to add clinical ability training,methods,basic theory,cutting-edge progress,scientific research integrity and norms,epidemic prevention and control and other related courses.Conclusion The postgraduate training management staff should constantly improve the curriculum setting and training mode reform of professional degree graduate training according to the postgraduate opinions and suggestions on the current curriculum system setting and standardized training,which not only reflects the characteristics of professional degree graduate training,but also ensures and improves the quality of professional degree graduate training after integrating with the standardized training of resident doctors.