融入思政元素的科研诚信讲座在口腔修复学研究生教育中的应用

Application of the Ideological and Political Elements Involvement in the Research Integrity Education of Prosthodontic Postgraduates

目的分析将思政元素融入科研诚信教育在口腔修复学研究生培养中的作用。方法于2018年9月—2022年6月选取第四军医大学口腔医院2018、2019两届口腔修复学研究生为研究对象,分别为对照组和试验组,每组各12名。在进入科室开始阶段、开展研究阶段、论文写作阶段分别进行一次科研诚信讲座,其中对照组采用传统的科研诚信讲座,试验组在该讲座的基础上融入经过设计的思政元素;讲座结束后对学生进行科研诚信基本知识考核,并对满意度、学科认同感、科研信心三个方面进行问卷评价,学生毕业后对其开题、中期、答辩、原始记录、研究论文等方面进行综合评价。结果试验组科研诚信基本知识考核得分(87.92±3.66)分,高于对照组的(92.42±2.39)分,差异有统计学意义(P<0.05);2组学生满意度差异无统计学意义(P>0.05),在学科认同感、科研信心方面,试验组得分分别为(4.92±0.29)分、(4.33±0.65)分,均高于对照组的(4.08±0.67)分、(2.33±0.78)分,差异有统计学意义(P<0.05);试验组各项科研能力的综合评分均高于对照组,差异有统计学意义(P<0.001)。结论融入思政元素的科研诚信教育效果良好,且有利于提升研究生的学科认同感和科研信心,避免科研失信行为。

Objective To investigate the beneficial role of the involvement of ideological and political elements in the research integrity education of prosthodontic postgraduates.Methods From September 2018 to June 2022,the 2018 and 2019 prosthodontic postgraduates in the school of stomatology of the Fourth Military Medical University were selected as research subjects and deployed to control and experimental group respectively with 12 students in each group.The research integrity lectures were performed prior to research stage,in the middle of research stage,and in the thesis writing stage.The traditional scientific research integrity lecture was adopted in the control group,and the designed ideological and political elements on the basis of the lecture was adopted in the experimental group.After the lecture,the students'basic knowledge of scientific research integrity was assessed,and the three aspects of satisfaction,discipline identity and scientific research confidence were evaluated by questionnaires.After graduation,the proposal presentation,in-process inspection,thesis defense,original records and thesis quality were evaluated.Results The score of basic knowledge of scientific research integrity in experimental group was(87.92±3.66)points,which was higher than(92.42±2.39)points in control group,and the difference was statistically significant(P<0.05).There was no significant difference in student satisfaction between the two groups(P>0.05).In terms of discipline identity and scientific research confidence,the scores of the experimental group were was(4.92±0.29)points and(4.33±0.65)points,respectively,which were higher than(4.08±0.67)points and(2.33±0.78)points of the control group,and the differences were statistically significant(P<0.05).The comprehensive scores of scientific research ability in experimental groups were higher than those in control group,and the difference was statistically significant(P<0.001).Conclusion The involvement of ideological and political elements in research integrity education can help to improve the education outcomes and increase students’recognition and confidence.