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1.
鲁娟  周东  许放 《西北医学教育》2012,20(5):905-907
目的调查不同年级和类别的医科研究生学习动力情况,从而探讨提高学习动力的方法途径。方法应用自制问卷,比较某医科大学研究生总体、不同年级和类别之间学习科研动力的来源、学习问题的主要表现方面以及提高动力的措施等。结果医科研究生学习、科研动力来源主要是自身前途(占75.6%),尤其是三年级研究生;学习问题主要表现在缺乏兴趣(占41.3%),尤其是三年级研究生、科学学位研究生和硕士;提出的改进措施主要是加强学术交流(占48.9%),尤其是低年级研究生、科学学位研究生和硕士,提出该项措施的比例较高。结论要针对不同年级和类别医科研究生学习动力的特点,有针对性的加强教育和引导。  相似文献   

2.
近年来,我国高校研究生学术不端问题日益严峻,已经引起学术界和广大教育工作者的广泛关注。对研究生学术不端行为的内涵进行界定,将其与学术失范、学术腐败进行比较,指出当前我国高校研究生学术道德建设存在的主要问题,分析研究生学术不端行为的主要成因。论述重庆医科大学从制度建设、宣传教育、研究生培养过程监督、严格控制研究生学位论文质量等方面治理研究生学术不端行为的举措,取得较好效果。  相似文献   

3.
研究生学术不端行为是目前我国研究生教育亟需解决的问题,建立学术道德和学术规范教育的长效机制是加强研究生学术道德建设的重要环节。本文分析了研究生学术不端行为产生的多种因素并从行政权力与学术权力的分隔,导师-学生模式培养机制,研究生自身的学术道德建设三个层面分析如何建立关于研究生教育的学术道德和学术规范教育长效机制。  相似文献   

4.
目的调查医学生考试作弊现状,分析发生原因,探索对策。方法采用自制问卷对753名在校医学本科生进行调查,问题涉及考试作弊行为、心理、评价、态度、相关因素、建议等。结果考试作弊行为发生广泛,85.5%的学生承认大学期间曾有作弊行为;学生对考试作弊缺乏正确的认识,道德认知和道德行为分离,认为考试作弊与诚信"高度相关"仅24.0%。导致作弊发生的原因有学校和社会不诚信环境影响,考核制度、学生评价体系不完善等。结论学校、社会应重视考试作弊现象,采取改善诚信环境、提高教师素质、加强诚信教育、改革考核制度、建立诚信评价体系等方法杜绝考试作弊的发生。  相似文献   

5.
通过问卷调查的方式,以武汉大学第一临床学院为例,调查并分析医学研究生学术道德现状。结果表明,多数医学研究生攻读学位的目的并不是喜欢科学研究,而是为了更好的就业和发展等,具有强烈的功利思想;而且他们对学术不端行为持比较宽容的态度;但在医学研究生中,学术不端行为的存在可能并不普遍,大多数研究生能够较好地进行自我约束;产生学术不端行为的原因是多方面的,受到校园内外环境的影响较大,其中社会风气不良、科研压力过大、评价制度不合理、对学术道德重要性认识不足等是其主要的原因。因此,引导医学研究生树立正确的科研观、人生观和价值观,对于提高医学研究生的学术道德修养具有重要的意义。  相似文献   

6.
目的掌握大学生的日常行为道德特点,为加强大学生思想道德教育工作提供依据。方法采用自行设计的调查问卷对山西医科大学841名在校大学生进行了问卷调查,建立SPSS 11.5数据库并进行统计分析。结果我校大学生思想道德的主流是积极健康的,对于宿舍中长流水、长明灯的问题,有92.39%的学生选择了"主动关掉";有93.22%的学生在公共汽车上会主动为老弱病残幼让座。但也存在一些不容忽视的问题,当看到有人乱扔果皮纸屑时,我校大学生有34.13%的学生认为"多一事不如少一事";有41.97%的学生对校园中的"课桌文化"持默认态度;有近40%的学生对考试作弊持宽容态度;有大于60%的学生不反对公共场合下情侣的亲热行为。结论大学生的价值观念体现多元化价值取向,表现出层次性和多样性;道德观念趋向功利、实惠。  相似文献   

7.
目的:了解山西省某医科院校低年级大学生艾滋病相关知识、态度及行为现状,为医科院校更加有效地开展大学生艾滋病宣传教育工作提供依据。方法:采取分层整群抽样法,对山西省某医科大学600名1、2年级大学生的艾滋病知识、态度、行为进行问卷调查。结果:大学生对艾滋病相关知识掌握较好,除个别问题,知晓率均在85%以上,1年级学生掌握程度总体好于2年级学生,医学生好于非医学生,城市学生好于城镇和农村学生;大学生对艾滋病及艾滋病人多数持正向态度,59.3%的大学生对艾滋病人具有恐惧感,医学生与非医学生间存在显著差异(P<0.001);94.1%的大学生愿意获取更多的艾滋病知识,最主要的获取途径为书刊、报纸、宣传资料,占84.3%;89.6%的大学生表示愿意成为艾滋病志愿者。结论:医科院校低年级大学生艾滋病知识总体知晓情况较好,但缺乏系统性和全面性的认识,艾滋病相关态度有待提升,艾滋病忧患意识有待加强。今后应注重艾滋病知识教育的系统性、全面性和深刻性,发挥医科院校大学生的优势和积极性,为我国艾滋病防治事业培养生力军和后备力量奠定基础。  相似文献   

8.
山西医科大学学报编辑部遏制学术论文不端的策略   总被引:2,自引:0,他引:2  
通过对山西医科大学学报论文发表中学术不端行为的现象进行分析,概括了面对学术论文不端行为,山西医科大学学报编辑部采取的对策,包括进一步提高审稿质量;强化编辑人员的业务素质;提高作者的学术道德自律意识等。  相似文献   

9.
通过研究生学术素养及学术规范调查,了解和掌握研究生学术道德意识状况、学术规范知晓情况、对学术道德和规范的主体认知与评价等,为有针对性地提出引导和调控研究生学术道德缺失的教育对策,有效制约研究生学术腐败,强化学风建设提供参考。  相似文献   

10.
在解析思想政治教育视域下研究生学术不端行为原因的基础上,提出构建研究生学术诚信教育广域课堂体系,并开展富有成效的研究生学术诚信教育实践活动,以加强研究生学术诚信教育,提升研究生学术诚信意识,从而有效遏制研究生学术不端行为的发生。  相似文献   

11.
Physicians' negative attitudes toward law and the legal system derive in part from the physician's lack of understanding of basic legal principles relating to medical practice. Required legal medicine education at the medical school level offers a vehicle for changing these attitudes while at the same time clarifying physicians' rights and responsibilities under the law. The authors in this study assess the impact of required curriculum programming in legal medicine at Southern Illinois University School of Medicine on medical students' attitudes toward law and the legal system. A total of 80 students completed a survey instrument prior to and immediately following required instruction in legal medicine. This instrument enabled the authors to gather information regarding students' attitudes toward law and the legal system as well as students' perceptions of ther medical/legal knowledge. The results suggest that legal medicine education has a favorable impact on the attitudes of medical students toward law and the legal system.  相似文献   

12.
目的:引起医学期刊作者和编者对稿件伦理学准则的重视,杜绝学术不端行为。方法:通过学习归纳国际国内有关医学伦理学的准则和法规,总结我们在工作中经常遇到的各种违反医学伦理准则和学术不端案例。结果:部分科研医务工作者未重视必须遵循的医学伦理学规范,学术不端现象时有发生。结论:编辑和作者需加强学习,提高意识,共同防范学术不端和违反医学伦理学的行为。  相似文献   

13.
To detect any change in medical students' attitudes toward medical ethics, students from the same class were given a questionnaire on their first day of medical school and again near the end of their fourth year of study. The results showed a strong shift away from the students' initial expectations that they would rely on specialists or scholarly sources in the future; the need for a medical ethics course in the curriculum, while still felt, was less important to them by the fourth year. The reasons for these changes were not apparent, for the students' levels of knowledge and perceptions of the role of ethics in medicine in the first and fourth years did not differ. It is recommended that medical school faculty actively reinforce the initially positive attitudes of students during clinical supervision.  相似文献   

14.
学术型医学研究生培养是我国医学教育体系的重要组成部分,个体化培养是其重要的培养方式。学术型医学研究生个体化培养要点为:第一,要求导师在主观感受和对研究生科研能力客观评测的基础上充分了解学生的特点,快速准确地将其划分为不同类型(A、B和c类型)。第二,借鉴管理学PDCA循环模式,针对不同类型学生的特性,在PDCA循环的各个环节,进行个体化培养.鼓励优秀生、督促中等生、帮扶差等生。从单一科研团队的应用实践表明,实施个体化培养使学术型医学研究生类型构成比从入学时的2.9%(A类型)、65.7%(B类型)、31.4%(C类型)提高到毕业时的23.5%(A类型)、68.6%(B类型)、7.9%(C类型),其科研产出明显增加,促进了整个学术型医学研究生群体培养质量的提高。  相似文献   

15.
OBJECTIVES: To explore the way ethical principles develop during a medical education course for three groups of medical students--in their first year, at the beginning of their penultimate (fifth) year and towards the end of their final (sixth) year. DESIGN: Survey questionnaire administered to medical students in their first, fifth and final (sixth) year. SETTING: A large medical school in Queensland, Australia. SURVEY SAMPLE: Approximately half the students in each of three years (first, fifth and sixth) provided data on a voluntary basis, a total of 385 students. RESULTS: At the point of entry, minor differences were found between medical students and first year law and psychology students. More striking were differences between male and female medical students, suggesting early socialization had a substantial impact here. CONCLUSIONS: Results indicate that substantial changes in attitude have developed by the beginning of fifth year with little change thereafter. Gender difference persisted. Some difference in ethical attitudes were found when groups of different ethnic backgrounds were compared. The impact of a move to a graduate medical course, which gives high priority to ethics within a professional development domain, can now be evaluated.  相似文献   

16.
The teaching of medical ethics to medical students.   总被引:2,自引:1,他引:1       下载免费PDF全文
Teaching medical ethics to medical students in a pluralistic society is a challenging task. Teachers of ethics have obligations not just to teach the subject matter but to help create an academic environment in which well motivated students have reinforcement of their inherent good qualities. Emphasis should be placed on the ethical aspects of daily medical practice and not just on the dramatic dilemmas raised by modern technology. Interdisciplinary teaching should be encouraged and teaching should span the entire duration of medical studies. Attention should be paid particularly to ethical problems faced by the students themselves, preferably at the time when the problems are most on the students' minds. A high level of academic demands, including critical examination of students' progress is recommended. Finally, personal humility on the part of teachers can help set a good example for students to follow.  相似文献   

17.
当代医学生行为失范现象严重,规范意识亟需提高。医学生需要强化法制意识、道德规范意识、校规校纪意识与医疗规范意识。医学院校应该大力加强行为规范意识教育,努力强化对大学生日常行为的管理与疏导,积极引导大学生参加社会实践、充分利用有利环境育人。  相似文献   

18.
OBJECTIVES: This study aimed to determine attitudinal and self reported behavioural variations between medical students in different years to scenarios involving academic misconduct. DESIGN: A cross-sectional study where students were given an anonymous questionnaire that asked about their attitudes to 14 scenarios describing a fictitious student engaging in acts of academic misconduct and asked them to report their own potential behaviour. SETTING: Dundee Medical School. PARTICIPANTS: Undergraduate medical students from all five years of the course. METHOD: Questionnaire survey. MAIN MEASUREMENTS: Differences in medical students' attitudes to the 14 scenarios and their reported potential behaviour with regards to the scenarios in each of the years. RESULTS: For most of the scenarios there was no significant difference in the response between the years. Significant differences in the responses were found for some of the scenarios across the years, where a larger proportion of year one students regarded the scenario as wrong and would not engage in the behaviour, compared to other years. These scenarios included forging signatures, resubmitting work already completed for another part of the course, and falsifying patient information. CONCLUSION: Observed differences between the years for some scenarios may reflect a change in students' attitudes and behaviour as they progress though the course. The results may be influenced by the educational experience of the students, both in terms of the learning environment and assessment methods used. These differences may draw attention to the potential but unintentional pressures placed on medical students to engage in academic misconduct. The importance of developing strategies to engender appropriate attitudes and behaviours at the undergraduate level must be recognised.  相似文献   

19.
The authors surveyed a national random sample of medical students (10 percent of the graduating class of 1985) to identify the ways in which the students obtained informed consent from their patients and to learn the students' views of certain issues concerning informed consent. The results showed that the students introduced themselves to patients using methods that the authors grouped by levels of forthrightness. Those students who introduced themselves as medical students differed in their views on selected informed consent issues from students who introduced themselves as physicians. In general, all the students were less forthright about their status when given the opportunity to perform invasive procedures. Student gender, type of patient, and type of hospital were statistically associated with the students' behavior, according to bivariate analysis. After multivariate regression analysis, however, only the actions of the students' role models (residents and attending physicians) remained significantly associated with the students' behavior. The authors conclude that because some aspects of student behavior are at odds with the requirements of informed consent, medical educators must scrutinize the ethical dimensions of the policies they establish.  相似文献   

20.
Fourth-year medical students at the Mount Sinai School of Medicine of the City University of New York taking a required four-week clinical clerkship in geriatrics were surveyed before and after the clerkship on their knowledge of geriatrics, attitudes toward the elderly, and evaluation of the rotation. The students showed a significant improvement in their knowledge of geriatrics and gave a mildly favorable evaluation of geriatrics as a required clerkship. Their attitudes toward the elderly did not change, however. This latter finding may be related to favorable attitudes before the clerkship, some factor inherent to the clerkship, or the previously demonstrated lack of correlation between measured attitudes and behavior. The present authors suggest that educators, in establishing clinical clerkships in geriatrics, should focus on imparting knowledge in geriatrics, should assess students' acceptance of the clerkship carefully, and should not use changes in attitudes toward the elderly as the sole measure of the effectiveness of such a clerkship.  相似文献   

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