某军医大学8年制学员与研究生创新能力的比较

目的:比较8年制学员与研究生创新能力各个维度的异同,分析8年制教育的效果及存在的问题。方法:应用Williams创新能力倾向测量表、学习动机简易评定量表等,以某军医大学为例,分别比较其8年制的六年级学员(培养目标定位于硕士研究生)与三年级硕士、8年制的八年级学员(培养目标定位为博士研究生)和三年级博士的创新能力。结果:18年制六年级学员的创新能力总分低于三年级硕士(t=2.428,P0.05),具体体现在想象力和挑战性较低(t=3.238,3.073;P0.01),两者学习动机没有显著差异;28年制八年级学员的创新能力总分低于三年级博士(t=2.823,P0.01),具体体现在好奇性和挑战性较低(t=3.445,2.610;P0.05),此外学习动机也较低(t=2.800,P0.01)。结论:作为医学精英教育,8年制教育还未实现其培养目标;要针对薄弱环节,采取有针对性的教育措施。

Compariative of Innovation between Eight - year Program Students and Graduate Students in Military Medical University

Objective :To compare innovation between eight - year program students and graduate students ,and an‐alyze the effects and problems of Eight - Year Program .Methods :Using Williams Creative Inclination Scale and Working Motivation Simple Inventory ,both the innovations between the sixth year students in the Eight - Year Pro‐gram(the target for Master)and the third year students in Master and those between the eighth year in the Eight -Year Program (the target for Doctor)and the third year students in Doctor were compared .Results :① The total score of innovation of the sixth year students in the Eight - Year Program was lower than that of the third year students in Master(t = 2 .428 ,P < 0 .05) ,concretely embodied the lower imagination and challenge (t = 3 .238 ,3 .073 ;P < 0 .01) . Their motivations showed no statistical significance .② The total score of innovation of the eighth year students in the Eight - Year Program was lower than that of the third year students in Doctor (t = 2 .823 ,P < 0 .01) ,concretely em‐bodied the lower curiousity and challenge(t = 3 .445 ,2 .610 ;P < 0 .05) .Also the former had poorer motivations than the latter(t = 2 .800 ,P < 0 .01) .Conclusion :As medical elite education ,Eight - Year Program has not achieved the cul‐tivation target ,and the corresponding education measures should be taken according to the weak links .