【摘要】 目的 探究医学生参加学术竞赛对科研思维和自主学习能力的培养作用。方法 选取2021年1月—2022年12月滨州医学院临床医学专业参加学术竞赛的本科生30名进行调查，对学生参赛前和参赛后科研思维培养效果和自主学习能力进行比较。结果 83.33%(25/30)的学生认为学术竞赛有助于提高科研思维能力；63.33%(19/30)的学生认为学术竞赛有助于提高自主学习能力；73.33%(22/30)的学生认为学术竞赛有助于提高团队协作能力；70.00%(21/30)的学生认为学术竞赛有助于提高语言表达能力；参赛后学生自主学习能力高于参赛前[（131.07±3.79）分vs.(110.94±3.89)分]，差异有统计学意义（P <0.001）。此外，与参赛前相比，参赛后学生在学习动机[（41.49±4.11）分vs.(32.41±3.32)分]、学习设置[（45.21±3.82）分vs.(40.21±3.69)分]和自我调节[（44.37±3.58）分vs.(38.32±4.56)分]方面得分均有所提高，差异有统计学意义（P <0.001）。参赛后学生与参赛前相比在总分[（83.15±3.96）分vs.(32.65±2.82)分]及掌握基本课题设计要点[（21.33±2.15）分vs.(10.14±1.82)分]、掌握两项基本实验操作[（20.65±1.98）分vs.(6.31±1.22)分]、掌握科研文献检索方法[（19.24±1.74）分vs.(8.21±1.07)分]和掌握科研汇报流程[（21.93±2.06）分vs.(7.99±1.15)分]方面得分均有所提高，差异有统计学意义（P <0.001）结论 医学院校应加大对本科生参加学术竞赛的支持力度，从而更有效地培养具有自主科研能力、临床与科研全面发展的人才。更多还原

【Abstract】 Objective To explore the training effect of medical students’ participation in academic competitions on scientific research thinking and autonomous learning ability.Methods A total of 30 undergraduates majoring in clinical medicine of Binzhou Medical College who participated in academic competition from January 2021 to December2022 were selected for investigation,and the effect of cultivating scientific research thinking and independent learning ability was compared between the students before and after the competition.Results 83.33%(25/30) of the students believed that academic competitions were helpful in enhancing the ability of scientific research thinking;63.33%(19/30) of the students thought that academic competitions contribute to improving the ability of independent learning;73.33%(22/30) of the students held that academic competitions were beneficial to enhancing the ability of teamwork;70.00%(21/30) of the students considered that academic competitions were conducive to improving the ability of language expression.After participating in the competitions,the students’ independent learning ability was higher than that before participation [(131.07±3.79)points vs.(110.94±3.89) points],and the difference was statistically significant(P<0.001).In addition,compared with before participation,the students’ scores in learning motivation [(41.49± 4.11) points vs.(32.41±3.32) points],learning arrangements [(45.21±3.82) points vs.(40.21±3.69)points],and self-regulation [(44.37±3.58) points vs.(38.32±4.56) points] had all increased after participation,and the differences were statistically significant(P<0.001).After participating in the competitions,compared with before participation,the students’ scores in the total score[(83.15±3.96) points vs.(32.65±2.82) points],mastering the key points of basic project design [(21.33±2.15)points vs.(10.14±1.82) points],mastering two basic experimental operations [(20.65±1.98) points vs.(6.31±1.22) points],mastering the methods of scientific research literature retrieval [(19.24±1.74) points vs.(8.21±1.07) points],and mastering the process of scientific research reporting [(21.93±2.06) points vs.(7.99±1.15) points] had all increased,and the differences were statistically significant(P<0.001).Conclusion Medical universities should increase support for undergraduate students to participate in academic competitions,so as to more effectively cultivate talents with independent scientific research ability and comprehensive development of clinical and scientific research.更多还原