【摘要】 目的 了解科研志愿者參與科研活動的現狀及滿意度，為促進本科生科研能力培養提供決策建議。 方法 以參與四川大學華西臨床醫學院循證醫學中心及多學科綜合治療（MCQ）兩項科研志愿者活動的407名同學為調查研究對象，采用自制問卷表進行調查。對數據進行描述性分析和Logistic回歸分析。 結果 發放問卷407份，回收有效問卷351份，有效回收率86.24%。80.6%的受訪對象對目前參與科研活動現狀表示滿意。認為限制工作進展的主要因素是缺乏相關基礎知識和基本技能（占34.7%）以及缺乏時間（占31.6%）。21.1%的科研活動無固定的組織模式。96.2%的受訪對象表示有必要進行活動成果展示。是否有導師指導、是否有知識傳授和技能培訓以及對活動組織模式是否滿意是影響科研志愿者對科研活動滿意度的主要因素（P值分別為0.027、0.011和0.000）。 結論 志愿者參與科研活動的滿意度總體較高;滿意度受到多種因素影響。建立科研志愿者招募體系、完善科研能力培養層次、加強科研團隊組織建設、規范管理運作機制、嵌入科研課程并加強科研成果展示有助于提升本科生科研活動的參與率及滿意度，對醫學本科生科研能力培養具有積極作用。【Abstract】 Objective To study the current status and satisfactory degree of student volunteers’’ participation in scientific research, so as to provide suggestion for improving the scientific research capability of medical undergraduates. Methods Carried out a survey on 407 student volunteers from EBM (Evidence-Based Medicine) and MCQ (Matrix clinical quality) research program in West China Medical School, Sichuan University with self-designed questionnaires.The data was described and analyzed with logistic regression. Results A total of 351 (86.24%) valid questionnaires were retrieved among all the 407 questionnaires assigned.80.6% of the respondents were contented with the current situation of scientific volunteers’ program.34.7% of respondents thought that lack of basic knowledge and skill was the main factor that limited the progress of their research work.While for another 31.6% respondents, the main limited factor was lack of extracurricular time.21.1% of research activities were not operated in a standardized organizational mode.96.2% of the respondents emphasized on the necessity of exhibiting their works and achievements in public.“Tutor’s instructions”, “training on basic knowledge and skills” and “organizational mode” were the main factors which affect the satisfactory degree on scientific volunteer programs (P=0.027, 0.011, and 0.000, respectively) . Conclusion The satisfactory degree of students who participated in scientific volunteer programs is generally satisfying, however affected by various factors. Increase of participation rate in scientific research program can be attributed to factors such as establishment of a scientific volunteer recruitment system, improvement of students’ research capability, standard organizational modes, standard managing and operating mechanism, embed training lessons into courses
Objective To analyze the challenges and growth of the clinical medicine undergraduates who participated in the China Scholarship Council funded international research exchange program, to provide a basis for the policy formulation and management of the follow-up projects. MethodsClinical medicine undergraduates from West China School of Medicine, Sichuan University who participated in the China Scholarship Council funded international research exchange program from 2013 to 2019 were selected. The survey was conducted using a self-designed questionnaire. Results A total of 64 clinical medicine undergraduates were surveyed. The laboratory safety training rates in the United States, Canada, and China were 100.00% (34/34), 100.00% (30/30), and 70.31% (45/64), respectively. The laboratory technical training rates were 97.06% (33/34), 90% (27/30), and 43.75% (28/64), respectively. During the experimental process, clinical medicine undergraduates from the United States [94.12% (32/34)], Canada [93.33% (28/30)], and China [65.63% (42/64)] would seek assistance from relevant personnel. The difficulty (H=47.798, P<0.001) and convenience (H=30.135, P<0.001) of booking laboratory instruments and equipment vary among the three countries. There were no statistically significant difference in the frequency, form, and research direction sources of guidance from mentors (P＞0.05). Majority of students thought the experience was helpful for scientific research thinking (59 people) and experimental skills (52 people), with 23 people obtained research output. Despite encountering challenges in study (11 people), life (8 people), language (14 people), and culture (11 people), the experience had positive impact on hobbies (35 people), independent living ability (55 people), and self-confidence (41 people). The students also had developed an international perspective (61 people), improved English ability (59 people), and progressed self-learning ability (57 people). Conclusions By participating in international research exchange programs, undergraduates can enhance their comprehensive research ability. Although there may be problems and challenges during the adaptation process, it also brings growth and self-confidence at the same time.
【摘要】護理是一門科學性極強的應用性學科，在臨床實習期運用好的帶教方法為護理本科生實施帶教，以幫助其更快、更好地完成從單純接受知識到運用知識解決實際問題的轉變。文章總結了近年來在護理本科生臨床實習過程中所采用的創新帶教方法，并對其科學依據和特點進行分析，為本科護理實習臨床帶教提供理論參考。【Abstract】 Nursing is a discipline of scientific application. In the clinical intern period, with better teaching methods, nursing students can faster and better complete the transformation from simple knowledge acceptance to use of knowledge to solve practical problems. We summarized some innovative teaching methods in the clinical intern period of the nursing undergraduate students in recent years, and analyzed the scientific base and advantages of each method, to provide a theoretical reference for the clinical teaching of undergraduate nursing practice.
Objective To identify the clinical evaluation methods used for undergraduate nursing students. Methods A self-made questionnaire about the clinical evaluation methods for undergraduate nursing students was used to collect information from 158 tutors of undergraduate nursing students in 4 teaching hospitals in Sichuan province. Results In terms of consulting evaluation opinion from other nurses, there was no significant difference between the ratios of tutors who really adopted and those who perceived as necessary to do so (Pgt;0.05). As for consulting the self-evaluation of nursing students and patients’ evaluation opinion, the ratio of tutors who really adopted was lower than those who perceived as necessary to do so (Plt;0.01). The majority of tutors used real, ward patients for evaluation, while a minority of tutors used demonstration room and model patients. The most effective methods viewed by the tutors were observation, holistic nursing care examination and test, and the most often used evaluation methods were clinical skill test, observation and theoretical exam. Most tutors adopted a continuous evaluation method for the clinical evaluation of undergraduate nursing students. Conclusion The methods for the clinical evaluation of undergraduate nursing students varies. This may influence the accuracy, objectivity and fairness of the evaluations. Formulating evaluation sheet of patients and self-evaluation sheet of nursing students, establishing standardized clinical skill examination station, training standardized patients and evaluation skills of clinical tutors, standardizing examination content and relevant evaluation standard and methods, and adopting comprehensive evaluation with various methods may help to improve the accuracy, objectivity and fairness of the clinical evaluation of undergraduate nursing students.
ObjectiveTo investigate the status quo of readiness for and attitude towards interprofessional learning among sophomore undergraduates and analyze the correlation between them, so as to provide a reference for the development of interprofessional education in China.MethodsFrom September to November 2018, with the convenience sampling method, the Chinese versions of Readiness for Interprofessional Learning Scale and Interdisciplinary Education Perception Scale were used to carry out a cross-sectional study among the second-year undergraduates of 2017 from a medical university in Nanjing.ResultsA total of 341 sophomores were surveyed. The median score of readiness for interprofessional learning was 69.00 with the interquartile range being 11.00, and the median score of attitude towards interprofessional collaboration was 86.00 with the interquartile range being 14.00. Additionally, there was a positive correlation between interprofessional readiness and attitude (rs=0.282, P<0.001).ConclusionSophomore undergraduates are generally in a positive state of readiness for interprofessional learning as well as attitude towards interprofessional collaboration, and there is a positive correlation between interprofessional readiness and attitude, suggesting that it is worth considering to carry out interprofessional education activities among medical sophomore undergraduates.
ObjectivesTo assess the effectiveness of BOPPPS method in teaching of evidence-based medicine for undergraduates.MethodsTwo classes from the first and second clinical medical college of Lanzhou University were randomly selected as BOPPPS group and traditional teaching group, respectively. The examination scores and questionnaire were used in combination to evaluate the teaching effectiveness. EpiData 3.1 software was used for data entry. SPSS 23.0 software was used for statistical analysis.ResultsA total of 25 students were in BOPPPS group and 26 in traditional teaching group. Baseline characteristics such as gender, age, participation in scientific researches, publication of articles were balanced between two groups. The score of the BOPPPS group was higher than that of the traditional teaching group, and there was a significant difference between two groups in evidence searching, evidence evaluation and total score (P<0.05). Compared with traditional teaching group, more students from BOPPPS group deem that study interest, learning initiative, problem analysis and solving capability, self-study capability, communication between teachers and students, information acquisition capability, information analysis and utilization capability, speech capability and so on are improved, and there was a significant difference between the two groups (P<0.05).ConclusionsThe BOPPPS teaching mode is beneficial for undergraduates to improve innovative and practical capability, and improve quality and effectiveness of evidence-based medicine teaching.