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. |