基于科研培养的八年制医学毕业生职业发展满意度调查
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摘要
目的:从科研培养的角度,对已毕业八年制医学生的职业发展满意度进行调查分析,为八年制学生的培养提供参考。方法:以某重点医学院校2005级(毕业后工作第五年)和2009级(毕业后工作第一年)的八年制医学生为研究对象,进行自编问卷调查。结果:58.9%的八年制医学毕业生对自身职业发展满意度不高,科研能力相对不足制约了职业发展;普遍希望增加在校阶段的科研训练时间,早期加强基础科研能力的训练。结论:学校应对八年制科研培养方案进行深入改革,提高八年制毕业生职业满意度和竞争力。
Objective: To analyze the career development satisfaction of eight-year medical graduates based on the perspective of scientific research training,and provide references for the reform of scientific research training of eight-year medical education. Methods: Eight-year medical graduates in the classes of 2005( the fifth year of post-graduation),2009( the first year of post-graduation) of a key medical college were selected as the subjects of the study. The research questionnaire was designed independently and fully justified by experts. Results: 58.9% of them were not satisfied with their current status of career development. Lack of scientific research ability restricted the career development space of the eight-year medical students. The eight-year medical students generally expected to extend the time for scientific research training at school,and further strengthen the training of scientific research ability in the early stage. Students were more inclined to choose the basic research training compared with clinic research training. Conclusion: the universities need to carry on the further reform and consummation to the scientific research training pattern of the eight-year medical students. Re-education after graduation is also an important link which can't be ignored to improve the career satisfaction and competitiveness of the eight-year medical students.
Objective: To analyze the career development satisfaction of eight-year medical graduates based on the perspective of scientific research training,and provide references for the reform of scientific research training of eight-year medical education. Methods: Eight-year medical graduates in the classes of 2005( the fifth year of post-graduation),2009( the first year of post-graduation) of a key medical college were selected as the subjects of the study. The research questionnaire was designed independently and fully justified by experts. Results: 58.9% of them were not satisfied with their current status of career development. Lack of scientific research ability restricted the career development space of the eight-year medical students. The eight-year medical students generally expected to extend the time for scientific research training at school,and further strengthen the training of scientific research ability in the early stage. Students were more inclined to choose the basic research training compared with clinic research training. Conclusion: the universities need to carry on the further reform and consummation to the scientific research training pattern of the eight-year medical students. Re-education after graduation is also an important link which can't be ignored to improve the career satisfaction and competitiveness of the eight-year medical students.
引文
[1]邹丽琴,黄建军,黄继东,等.试析我国八年制医学教育的现状及出路[J].中国高等医学教育,2013(6):1-2.
[2]付瑶,姜冠潮,徐涛,等.八年制医学生早期开展临床科研能力培养探析[J].中华医学教育杂志,2018,38(1):36-39.
[3]钟南哲,朱晓燕.临床医学八年制学生参与基础科研型第二课堂的实践及启示[J].医学教育研究与实践,2017,25(1):34-37.
[4]SIVAPRAGASAM M. Basic science in integrated curricula:a medical student experience[J]. Perspectives on medical education,2016,5(4):257-258.
[5]PIPER R, LOAN J. Integrating science and medical teaching[J]. Clinical teacher,2013,10(5):347.
[6]厉岩,马建辉,洪竞兰,等.七年制医学生全程科研训练模式的实践研究[J].医学与社会,2004,17(1):56-57.
[7]毕晓艳,李亚平,范学工.八年制医学生科研训练与临床实践技能培训调查——以14所医学院校调查情况为例[J].医学教育研究与实践,2016,24(6):836-838.
[8]赵黎明,李莉.医学八年制学生临床实践阶段科研创新能力培养的探索[J].医学信息,2015,28(6):196.
[9]金晶,马超,高小惠.八年制临床医学生科研能力培养模式的比较研究[J].中国高等医学教育,2016(8):1-2.
[10]王婧,闫莉,李瑶.基础医学青年教师在八年制医学生双导师制中的角色[J].基础医学与临床,2017,37(11):1654-1657.
[2]付瑶,姜冠潮,徐涛,等.八年制医学生早期开展临床科研能力培养探析[J].中华医学教育杂志,2018,38(1):36-39.
[3]钟南哲,朱晓燕.临床医学八年制学生参与基础科研型第二课堂的实践及启示[J].医学教育研究与实践,2017,25(1):34-37.
[4]SIVAPRAGASAM M. Basic science in integrated curricula:a medical student experience[J]. Perspectives on medical education,2016,5(4):257-258.
[5]PIPER R, LOAN J. Integrating science and medical teaching[J]. Clinical teacher,2013,10(5):347.
[6]厉岩,马建辉,洪竞兰,等.七年制医学生全程科研训练模式的实践研究[J].医学与社会,2004,17(1):56-57.
[7]毕晓艳,李亚平,范学工.八年制医学生科研训练与临床实践技能培训调查——以14所医学院校调查情况为例[J].医学教育研究与实践,2016,24(6):836-838.
[8]赵黎明,李莉.医学八年制学生临床实践阶段科研创新能力培养的探索[J].医学信息,2015,28(6):196.
[9]金晶,马超,高小惠.八年制临床医学生科研能力培养模式的比较研究[J].中国高等医学教育,2016(8):1-2.
[10]王婧,闫莉,李瑶.基础医学青年教师在八年制医学生双导师制中的角色[J].基础医学与临床,2017,37(11):1654-1657.