“一主多辅”导师制在儿科研究生培养中的应用
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摘要
目的探讨在并轨培养模式下"一主多辅"导师制在儿科专业学位研究生培养中的应用。方法选取2013级和2014级儿科专业学位研究生为研究对象,2013级儿科专业学位研究生采用单一导师负责制培养,2014级儿科专业学位研究生采用"一主多辅"导师制培养。从学生满意度,阶段性考试成绩,执业医师资格考试一次性通过率,结业考试通过情况,科研发表文章情况等多维度方面评价"一主多辅"导师制对儿科专业学位研究生培养的质量。结果采用"一主多辅"导师制培养的学生在科研能力培养方面、对指导老师带教情况和临床实践能力培养的满意度明显好于单导师制负责制,差异具有统计学意义(P <0.05),用"一主多辅"导师制培养的学生在三次年终考试成绩明显优于采用单导师制培养的学生,差异具有统计学意义(P <0.05);2013级学生发表14篇国家级核心期刊文章,其中论著2篇;2014级学生发表16篇国家级核心期刊文章,其中论著4篇。结论在新的并轨培养的模式下,"一主多辅"导师制有利于儿科专业学位研究生的培养。
Objective To survey the application of the mentorship of "one master and many assistants" in the training of the postgraduate pediatric students under the model of parallel education. Methods The research object was selected as the postgraduate pediatric students at grade 2013 and grade 2014. Pediatric graduate students of the grade 2013 adopt a single tutor responsibility system training. Pediatric graduate students of the grade 2014 adopt the mentorship of "one master and many assistants". From student satisfaction, periodic examination results, one-time pass rate of the examination of practicing doctors' qualifications, the qualification examination certificate by situation and research articles, we evaluated the effectiveness of a single tutor responsibility system training and the effectiveness of the mentorship of "one master and many assistants" in the training of the postgraduate pediatric students. Results Students trained under the mentorship of "one master and many assistants" were significantly more satisfied with the training of scientific research ability, teaching condition and clinical practice ability of the guidance teacher than those trained under a single tutor responsibility system. The difference was statistically significant(P < 0.05). The scores of the students trained under the guidance system of "one master and many assistants" were significantly better than the scores of those trained under the single guidance system in the three year-end exams. The difference was statistically significant(P <0.05). The students at the grade 2013 published 14 national core journal articles, including 2 works.The students at the grade 2014 published 16 national core journal articles, including 4 works. Conclusion Under the new model of parallel training, the guidance system of "one master and many assistants" is beneficial to the training of graduate students of pediatric specialty.
Objective To survey the application of the mentorship of "one master and many assistants" in the training of the postgraduate pediatric students under the model of parallel education. Methods The research object was selected as the postgraduate pediatric students at grade 2013 and grade 2014. Pediatric graduate students of the grade 2013 adopt a single tutor responsibility system training. Pediatric graduate students of the grade 2014 adopt the mentorship of "one master and many assistants". From student satisfaction, periodic examination results, one-time pass rate of the examination of practicing doctors' qualifications, the qualification examination certificate by situation and research articles, we evaluated the effectiveness of a single tutor responsibility system training and the effectiveness of the mentorship of "one master and many assistants" in the training of the postgraduate pediatric students. Results Students trained under the mentorship of "one master and many assistants" were significantly more satisfied with the training of scientific research ability, teaching condition and clinical practice ability of the guidance teacher than those trained under a single tutor responsibility system. The difference was statistically significant(P < 0.05). The scores of the students trained under the guidance system of "one master and many assistants" were significantly better than the scores of those trained under the single guidance system in the three year-end exams. The difference was statistically significant(P <0.05). The students at the grade 2013 published 14 national core journal articles, including 2 works.The students at the grade 2014 published 16 national core journal articles, including 4 works. Conclusion Under the new model of parallel training, the guidance system of "one master and many assistants" is beneficial to the training of graduate students of pediatric specialty.
引文
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[10]杨伟吉,彭建华,骆仙芳,等.浙江省临床医学硕士专业学位研究生与住院医师规范化培训并轨培养的质量分析[J].中华医学教育探索杂志,2017,16(4):330-333.
[11]陈丽芬,王亚军,樊洁,等.并轨后首届规范化培训住院医师和专业学位硕士研究生结业考核成绩分析[J].中华医学教育杂志,2017,37(4):619-625.
[12]白文娅,滕秀飞,杨延超,等.专业学位硕士研究生对“双轨合一”教育模式满意度的调查与分析[J].中华医学教育探索杂志,2017,16(4):325-329.
[2]李明娥.临床医学硕士专业学位研究生教育与住院医师规范化培训相结合的实践研究[J].中华医学教育杂志,2017,37(2):286-290.
[3]黎靖,宋钰劼,易芳,等.专业学位研究生教育与住院医师规范化培训接轨的思考--基于学生满意度的调查[J].重庆医学,2015,44(27):3878-3879.
[4]阮燕菲,白融,刘念,等.临床医学专业学位教育的新模式--研究生培养与住院医师规范化培训“并轨”[J].医学信息,2016,29(16):5-6.
[5]张莉,魏瑜.导师在专业学位研究生与住院医师规范化培训并轨中的意义[J].继续医学教育,2017,31(3):58-59.
[6]汤晓茜.研究生“导师制”改良的内外途径[J].江苏高教,2017(2):64-66.
[7]冯晓桃,赵伟,刘春红,等.构建跨学科双导师制提升中医内科学硕士研究生科研创新能力的探讨[J].西部中医药,2016,29(5):60-63.
[8]罗红春,张红宾,王建渝,等.在临床医学专业学位研究生血液科轮转教学中试行多导师制的实践与思考[J].中华医学教育探索杂志,2016,15(6):617-620.
[9]饶武元,揭琳.高校研究生“一主多辅”导师制发展思考[J].中国研究生,2017,4(4):50-53.
[10]杨伟吉,彭建华,骆仙芳,等.浙江省临床医学硕士专业学位研究生与住院医师规范化培训并轨培养的质量分析[J].中华医学教育探索杂志,2017,16(4):330-333.
[11]陈丽芬,王亚军,樊洁,等.并轨后首届规范化培训住院医师和专业学位硕士研究生结业考核成绩分析[J].中华医学教育杂志,2017,37(4):619-625.
[12]白文娅,滕秀飞,杨延超,等.专业学位硕士研究生对“双轨合一”教育模式满意度的调查与分析[J].中华医学教育探索杂志,2017,16(4):325-329.