摘要
目的探讨导师团队制对眼科学专业学位研究生的培养效果。方法本研究采用实验对照方法,选择2016年~2018年北京大学第三医院眼科学64名专业学位研究生为研究对象,将其分为实验组和对照组。实验组17人,采用导师团队制;对照组47人,采用单一导师制。统计分析并比较两组研究生的自评分数、考核成绩和科研成果。结果实验组研究生自评分数为(8.9±0.7)分,人均发表论文0.47篇,人均大会发言0.41次;对照组研究生的自评分数为(7.6±1.2)分,人均发表论文0.21篇,人均大会发言0.11次。两组差异均具有统计学意义(均P<0.05)。实验组研究生阶段性考试成绩为(90.2±3.2)分,对照组研究生为(88.7±4.3)分,差异无统计学意义(t=0.309,P=0.581)。结论导师团队制比单一导师制更有利于研究生自信心和科研能力的培养,有助于青年医师的成长。
Objective To investigate the effect of mentor team system in the training of ophthalmology postgraduate students. Methods Sixty-four Postgraduates of department of ophthalmology in Peking University Third Hospital were enrolled from 2016 to 2018. The postgraduate students were divided into two groups: 17 students were enrolled in mentor team group as experimental group while 47 students were enrolled in single mentor group as control group. The training programs, self-assessment questionnaire, examination scores and scientific research achievements of the two groups were compared. Results The self-assessment questionnaire scores of the postgraduate students were (8.9 ± 0.7), 0.47 per capita academic articles were published with 0.41 per capita of academic conference speech were given in mentor team group. In single mentor group, the self-assessment questionnaire scores of the postgraduate students were (7.6 ± 1.2), 0.21 per capita academic articles were published with 0.11 per capita of academic conference speech were given.(all P<0.05) The average score of the examination in the mentor team group was (90.2±3.2) and (88.7±4.3) in the single mentor group without statistically significant difference (t=0.309, P=0.581). Conclusions The mentor team system is more conducive to the cultivation of self-confidence and progress of scientific research ability than the single mentor system for postgraduates. The mentor team system helps young doctors grow better.
作者
洪颖
杨嘉瑞
李学民
张纯
王斯雅
王薇
Hong Ying;Yang Jiarui;Li Xuemin;Zhang Chun;Wang Siya;Wang Wei(Department of Ophthalmology,Peking University Third Hospital,Beijing 100191,China)
出处
《中华医学教育杂志》
2019年第3期219-222,共4页
Chinese Journal of Medical Education
