【摘要】 目的 探讨基于科教融合的“六位一体”三阶段渐进式培养模式在医学本科生科研创新能力培育中的应用和效果评价。方法 采用实验对照方法,共31名医学检验技术专业本科实习生纳入研究。实验组(n=16)采用基于科教融合的“六位一体”三阶段渐进式培养模式,对照组(n=15)采用传统实习教学模式。采用理论知识、实践技能考核、本科毕业论文(设计)、中国版批判性思维能力测量表(CTDI-CV)、个人成长主动性量表(PGIS-Ⅱ)和满意度调查方式进行评价。结果 两组实习生理论知识考核成绩比较差异无统计学意义(P>0.05);实验组本科毕业论文(设计)质量、临床实践技能成绩明显高于对照组(P<0.05);实验组CTDI-CV总分及寻找真理、分析能力、开放思想、系统化能力、求知欲、批判性思维的自信心6个维度得分均显著高于对照组(P<0.05);但认知成熟度在两组之间差异无统计学意义(P>0.05);实验组PGIS-Ⅱ的计划性、对改变的准备、利用资源和主动行为4个维度得分和教学满意度评价均显著高于对照组(P<0.05);本科毕业论文(设计)质量评分、CTDI-CV、PGIS-Ⅱ之间两两呈正相关(P<0.05)。结论 基于科教融合的“六位一体”三阶段渐进式培养模式,能有效提高本科毕业论文(设计)质量和教学满意度,有助于提升本科生的批判性思维能力和个人成长主动性,值得推广应用。更多还原

【Abstract】 Objective To explore the application and effectiveness evaluation of the "six in one" three-stage progressive training model based on the integration of science and education in cultivating the scientific research and innovation abilities of medical un-dergraduates. Methods A total of 31 undergraduate interns majoring in medical laboratory technology were included in the study with an experimental control method. The experimental group(n=16)adopted a "six in one" three-stage progressive training model based on the integration of science and education,while the control group(n=15)adopted a traditional internship teaching model. The evaluation will be conducted with theoretical knowledge,practical skills assessment,undergraduate thesis(design),Chinese Version of Critical Thinking Ability Measurement Scale(CTDI-CV),Personal Growth Initiative Scale(PGIS-Ⅱ),and satisfaction survey method. Results There was no statistically significant difference in the theoretical knowledge assessment scores between the two groups of interns(P>0.05). The quality of undergraduate thesis(design)and clinical practice skills scores in the experimental group were significantly higher than those in the control group(P<0.05). The total score of CTDI-CV and the six dimensions of seeking truth,analytical ability,open thinking,systematic ability,thirst for knowledge,and confidence in critical thinking in the experimental group were significantly higher than those in the control group(P<0.05). However,there was no statistically significant difference in cognitive maturity between the two groups(P>0.05). The PGIS-Ⅱ scores of the experimental group in the four dimensions of planning,preparation for change,resource utilization,and proactive behavior,as well as teaching satisfaction evaluation,were significantly higher than those of the control group(P<0.05). There is a positive correlation between the quality score of undergraduate thesis(design),CTDI-CV,and PGIS-Ⅱ(P<0.05). Conclusion The "six in one" three-stage progressive training model based on the integration of science and education can effectively improve the quality of undergraduate thesis(design)and teaching satisfaction,and help enhance undergraduates’ critical thinking ability and personal growth initiative. It is worth promoting and applying.更多还原