文章摘要
口腔医学专业学位研究生的科研现状分析
The Current Status of Research Training of Professional Postgraduates in Stomatology
投稿时间:2020-03-22  修订日期:2020-04-21
DOI:
中文关键词: 口腔医学  专业学位  研究生  科研
英文关键词: Stomatology  Professional degree  Postgraduate student  Research
基金项目:北京大学口腔医(学)院思想政治工作研究课题(2019SZ03);中国学位与研究生教育学会资助项目(A1-YX20180304-01)
作者单位E-mail
谭瑶 北京大学口腔医院第二门诊部 tanyao614@126.com 
李德利 北京大学口腔医院第二门诊部  
刘晓强 北京大学口腔医院修复科 liuxiaoqiang@bjmu.edu.cn 
谭建国 北京大学口腔医院修复科  
摘要点击次数: 29
中文摘要:
      目的 对北京大学口腔医学专业学位研究生的科研训练现状进行调查分析,为提高科研训练质量、深化人才培养改革和“三全育人”工作的具体实施提出建议。 方法 选取150名北京大学口腔医学专业学位研究生和八年制学生(研究生阶段)作为研究对象开展调查,收集研究生的科研工作类型、对科研训练的态度、对科研条件的评价、与导师的关系以及毕业后的目标就业方向等内容。 结果 共回收有效问卷131份,回收率87.3%。科研工作类型分布上,70人(53.4%)从事基础研究、30人(22.9%)从事临床研究。对科研训练的态度上,69人(52.7%)认为科研工作与临床工作相互促进,调查对象对科研兴趣、科研能力和科研压力的评分分别为3.13 ± 0.84分、3.04 ± 0.84分和4.14 ± 0.71分;对实验室硬件条件(3.30 ± 0.92)、科研经费(3.54 ± 1.06)、科研氛围(3.89 ± 0.85)和奖惩机制(3.82 ± 0.76)的评价较为正面,对学校开设的科研训练课程(2.89 ± 0.88)和科研训练时间(2.79 ± 0.94)评价偏向负面。受访者普遍与导师关系融洽(4.29 ± 0.77),111名调查对象(84.7%)对本人与导师的导学关系有正确的认识。66名调查对象(50.4%)希望毕业后在医学院从事临床和科研工作,61人(46.6%)希望只从事临床工作。 结论 口腔医学专业学位研究生的科研内容以基础研究为主、科研压力较大。建议紧密结合临床进行科研选题,明确科研工作在专业学位研究生培养中的意义,优化科研条件,加强导师的个性化指导,将“三全育人”理念贯彻在专业学位研究生培养的各个方面。
英文摘要:
      Objectives To investigate the training status of scientific research in professional postgraduates majoring in stomatology of Peking University, aiming to put forward suggestions for improving the quality of scientific research training, deepening the reform of personnel training and applying the specific implementation to "Three All-round Education". Methods One hundred and fifty professional postgraduates of Stomatology and the 8-year program stomatological students (the postgraduate stage) of Peking University School of Stomatology were involved to survey the types of and attitudes to scientific research, the evaluation of research environments, the understanding of the relationship with their mentors, and the expected working institutions after graduation, through questionnaires. Results A total of 131 valid questionnaires were recovered in this study, with an effective rate of 87.3%. In terms of the type of research work, 70 (53.4%) were engaged in basic research and 30 (22.9) were in clinical research. In terms of attitudes towards scientific research training, 69 (52.7%) of the respondents agreed that scientific research and clinical practice promoted each other. The Likert scores of scientific research interest, ability, and pressure were 3.13 ± 0.84, 3.04 ± 0.84, and 4.14 ± 0.71, respectively. The evaluation of laboratory conditions (3.30 ± 0.92), scientific research funding (3.54 ± 1.06), scientific research atmosphere (3.89 ± 0.85), and reward and punishment mechanisms (3.82 ± 0.76) were relatively positive. The evaluations of scientific research training courses (2.89 ± 0.88) and scientific training time (2.79 ± 0.94) were relatively negative. The average score of the rapport level between postgraduates and mentors was 4.29 ± 0.77, and 111 respondents (84.7%) had a correct understanding of the guiding relationship. Sixty-six respondents (50.4%) expected to engage in clinical and scientific research in stomatological schools and 61 (46.6%) expected to engage in clinical work only, after graduation. Conclusions The scientific research pressure of professional postgraduates was high, of whom scientific research is mainly basic research. The suggestions were made that scientific research topics to be closely related to clinical practices, the significance of scientific research training to be clarified, the research environments to be optimized, the personal guidance from the tutor to be strengthened, so as to implement the "Three All-round Education" in professional postgraduate training.
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