培养医学本科生创新能力的教学实践与理论探讨

目的探索在教学过程中培养医学本科生创新能力的优化途径,探讨学生创新能力提升与学业成绩之间的相关性。方法在机能实验课程的教学过程中,整群抽样4个专业、4个实验班的学生作为试验对象,以其可比性学生作为对照,在完成教学任务和建立评分标准的基础上,增加自主操作、自由讨论、实验设计、论文写作练习、学生科研实验等教学内容,并对这些内容进行评分和统计学处理。结果试验学生在教学前后两个阶段实验设计、论文写作练习等两类评分分别作前后比较,P<0.01;理论考试成绩(30分制)≥18分(<21,以下类似)、≥21分、≥24分、≥27分的四部分人群中,前述两类评分分别作两两人群比较,P>0.5;这四部分人群的前述两类评分分别与<18分的学生人群比较,P<0.05;试验学生的前述两类评分分别与对照学生比较,P<0.01;试验学生自愿参加科研实验的构成比与对照学生比较,P<0.05,试验学生参与完成并发表科研论文3篇。结论实验课程增加自主操作、自由讨论、实验设计、论文写作练习、学生科研实验等内容是培养医学本科生创新能力的优化途径;除学业基础和学习态度极差的极少数学生之外,学业成绩对于医学本科生创新能力的培养没有明显影响。

Study on Creativity-oriented Teaching for Medical Undergraduates

Objective To explore the optimized way to cultivate medical undergraduates' creativity as well as the relationship between students' test scores and their creativity.Methods The college students of 4 specialties,4 experimental classes were sampled,and their comparable counterparts were regarded as controls.Apart from the teaching plan and self-designed marking standard,some new teaching contents were added,such as self-selected operations,free discussions,experiment design,paper writing and scientific experiments.These contents were graded and analyzed.Results The sampled students' scores in experiment design and paper writing after teaching differed from those before teaching(P<0.01).In the 4 groups of those whose test scores(total score=30) were ≥18(and <21,similar below),≥21,≥24 and ≥27,each group was compared with another in both experiment design and paper writing(P>0.5).Each of the above groups was compared with those whose test score were <18 in experiment design and paper writing(P<0.05).The sampled students' scores were compared with the control students' in the same two aspects(P<0.05).The proportion of those who volunteered to participate in scientific experiments after class in the sampled students was compared with that in the control students(P<0.05),and the former published 3 scientific papers.Conclusion In order to cultivate medical undergraduates' creativity,it is an optimized way to add in experiment courses self-selected operations,free discussions,experiment design,paper writing and scientific experiments.There is no relationship between students' test scores and their creativity except for very few students with weak academic foundation and undesirable attitude towards study.