专业型硕士研究生早期临床科研思维形成方式探索

Exploration of Early Clinical Research Thinking Mode of Professional Postgraduate Students

目的探索早期临床科研思维形成培训对临床医学的专业型硕士研究生科研能力及临床诊疗能力的影响,为提高专业型硕士研究生培养质量提供参考。方法2019年8—9月期间,随机选取遵义医科大学附属医院临床医学的专业型硕士研究生320名,随机分为两组:传统教学组(160名)及科研强化组(160名)。传统教学组:按照既定规培及研究生培养计划学习;科研强化组:在传统教学培训的基础上,学生同时接受“早期临床科研思维形成培训”系列课程学习。2年后,比较两组学生的科研能力、年度考核成绩及教学满意度。结果传统教学组中,能协助推进导师负责的研究项目的研究生为96名(60.0%),而在科研强化组中,该研究生人数为119名(74.4%)(P=0.037)。在技能考核方面,科研强化组学生在问诊单项的得分显著高于传统教学组(86.89±3.25 vs.81.21±7.11,P=0.031),而在查体、病历书写、辅助检查及口试方面的成绩两组无显著差异。在理论考核方面,科研强化组学生的年度理论考核总成绩(89.36±5.28 vs.82.59±4.22,P=0.019)和简答题成绩(26.39±6.99 vs.20.97±5.69,P=0.028)均高于传统教学组,且科研强化组的教学满意度高于传统教学组。结论早期临床科研思维形成培训很大程度提高了临床医学专业型硕士研究生的科研能力,且同时促进其临床诊疗能力。

Objective To explore the influence of early clinical research thinking formation training on the scientific research ability and clinical diagnosis and treatment ability of professional postgraduate students,and to provide reference for improving the training quality of professional postgraduate students.Methods From August 2019 to September 2019,320 professional postgraduates from the Affiliated Hospital of Zunyi Medical University were randomly divided into two groups:traditional teaching group(160 students)and research intensive group(160 students).Students in traditional teaching group:study in accordance with the established training plan and postgraduate training plan.Scientific research intensive group:on the basis of traditional teaching and training,students receive the series courses of early clinical scientific research thinking formation training at the same time.Two years later,research ability,annual assessment results and teaching satisfaction were compared between these two groups.Results In the traditional teaching group,96(60.0%)of the professional postgraduates were able to assist the supervisor in the research project,while in the intensive research group,119(74.4%)of the professional postgraduates were able to assist the supervisor in the research project(P=0.037).In terms of skills assessment,the scores of the students in the scientific research intensive group were significantly higher than those in the traditional teaching group in terms of inquiry(86.89±3.25 vs.81.21±7.11,P=0.031),while there were no significant differences between the two groups in terms of physical examination,medical record writing,auxiliary examination and oral examination.In terms of theory assessment,the total scores(89.36±5.28 vs.82.59±4.22,P=0.019)and short answer scores(26.39±6.99 vs.20.97±5.69,P=0.028)of students in the scientific research intensive group were higher than those in the traditional teaching group.The satisfaction degree of the research intensive group was higher than that of the traditional teaching group.Conclusion Early clinical scientific research thinking formation training could improve the scientific research ability of professional postgraduate students.At the same time,their clinical diagnosis and treatment ability also be promoted.