从医学生角度谈本科第二课堂科研活动
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摘要
第二课堂科研活动是探析医学本科生教育培养改革的重要平台,对于提高当代医学生的综合科研素养起着不可替代的积极作用。笔者在本科阶段处理好相对繁杂的第一课堂教学课程学习的同时,学有余力地参与以基础研究为主要活动的第二课堂之中。首先申请到第一课堂的授课老师的科研团队,通过阅读相关文献,明确指导老师课题组研究方向与内容。随后,协助课题组研究生进行部分课题的具体实验操作。在熟悉科研方向内容与实验技术方法以后,对指导老师所提示科研探究方向展开自己的思考与进一步实践。期间,遇到各种问题与研究生交流讨论,并定期与指导老师汇报实验阶段结果。最终较圆满完成学习活动。进入研究生阶段,作为曾经第二课堂活动的直接参与者,更能反思其在现阶段学习成效和思维方式的作用,发现不足之处,提出更好的建议。
The second classroom research activity is an important platform to explore the reform of medical undergraduate education and training,and plays an irreplaceable positive role in improving the comprehensive scientific research quality of contemporary medical students.While I was dealing with the relatively complicated first classroom teaching course at the undergraduate level,I was able to participate in the second class with basic research as the main activity.First,I applied to the research team of the instructor in the first class,and read the relevant literature to clarify the direction and content of the instructor's research group.Subsequently,I assisted the graduate students of the research group to carry out specific experimental operations on some topics.After familiarizing with the content of the scientific research direction and the experimental technical methods,the instructor would start his own thinking and further practice.During the period,I encountered various problems and exchanged discussions with graduate students,and regularly reported the results of the experimental phase with the instructor.In the end,the learning activities were completed satisfactorily.Entering the postgraduate stage,as a direct participant in the second classroom activity,I can reflect on the role of learning and thinking in the present stage,find the inadequacies,and make better suggestions.
The second classroom research activity is an important platform to explore the reform of medical undergraduate education and training,and plays an irreplaceable positive role in improving the comprehensive scientific research quality of contemporary medical students.While I was dealing with the relatively complicated first classroom teaching course at the undergraduate level,I was able to participate in the second class with basic research as the main activity.First,I applied to the research team of the instructor in the first class,and read the relevant literature to clarify the direction and content of the instructor's research group.Subsequently,I assisted the graduate students of the research group to carry out specific experimental operations on some topics.After familiarizing with the content of the scientific research direction and the experimental technical methods,the instructor would start his own thinking and further practice.During the period,I encountered various problems and exchanged discussions with graduate students,and regularly reported the results of the experimental phase with the instructor.In the end,the learning activities were completed satisfactorily.Entering the postgraduate stage,as a direct participant in the second classroom activity,I can reflect on the role of learning and thinking in the present stage,find the inadequacies,and make better suggestions.
引文
[1]徐建平,刘扬.医学院第二课堂教育对学生科研能力的培养[J].继续教育研究,2013,5(1):125-126.
[2]刘文武,康志敏,刘刊,等.以第二课堂为基础提升医学生综合素质[J].现代医学卫生,2013,29(5):789-791.
[3]夏建霞,易维京,熊加祥,等.以系统科研培训为体系,开展生理学第二课堂活动[J].山西医科大学学报,2010,12(10):968-970.
[4]湛先保,张景熙.第二军医大学医学生参加第二课堂科研项目失败原因调查分析[J].医学研究与教育,2015,32(3):105-107.
[5]张超,李峋汐,孙学军,等.外源性硫化氢对急性氧中毒的影响[J].第二军医大学学报,2011,32(1):101-102.
[6]肖亮,邓宇晨,马超群,等.基于本科生导师制的第二课堂医学科研创新实践[J].西北医学教育,2016,24(5):661-664.
[7]刘晨.医学院校第二课堂教学大众化建设初探[J].中国医学继续教育,2015,7(31):14-15.
[8]钟懿隽,刘丽娟,徐劲松,等.第二课堂对军队医学院校毕业生个人能力的影响[J].中国高等医学教育,2011,11(3):24-26.
[9]李燕,李绍青.青年教师在医学院校本科生导师制中的作用[J].西北医学教育,2014,22(3):424-426.
[10]张炎.把握医科大学生第二课堂科研活动的正确导向[J].中国科教创新导刊,2013,26(4):87-88.
[2]刘文武,康志敏,刘刊,等.以第二课堂为基础提升医学生综合素质[J].现代医学卫生,2013,29(5):789-791.
[3]夏建霞,易维京,熊加祥,等.以系统科研培训为体系,开展生理学第二课堂活动[J].山西医科大学学报,2010,12(10):968-970.
[4]湛先保,张景熙.第二军医大学医学生参加第二课堂科研项目失败原因调查分析[J].医学研究与教育,2015,32(3):105-107.
[5]张超,李峋汐,孙学军,等.外源性硫化氢对急性氧中毒的影响[J].第二军医大学学报,2011,32(1):101-102.
[6]肖亮,邓宇晨,马超群,等.基于本科生导师制的第二课堂医学科研创新实践[J].西北医学教育,2016,24(5):661-664.
[7]刘晨.医学院校第二课堂教学大众化建设初探[J].中国医学继续教育,2015,7(31):14-15.
[8]钟懿隽,刘丽娟,徐劲松,等.第二课堂对军队医学院校毕业生个人能力的影响[J].中国高等医学教育,2011,11(3):24-26.
[9]李燕,李绍青.青年教师在医学院校本科生导师制中的作用[J].西北医学教育,2014,22(3):424-426.
[10]张炎.把握医科大学生第二课堂科研活动的正确导向[J].中国科教创新导刊,2013,26(4):87-88.