文献编译互动教学模式在神经外科研究生科研思维能力培养中的应用

目的探讨文献编译互动教学模式在神经外科研究生科研思维能力培养中的应用。 方法选取解放军总医院第一医学中心和四川省人民医院神经外科研究生42人,按照随机数字表法分为文献编译互动教学组（A组,每周完成1次文献编译)和对照组（B组,常规培训）,每组21人。培训时间为半年,分别在培训前后对2组研究生进行统一考核,考核形式为课题标书撰写,并从专家库中随机选取3名本专业的专家（高级职称）进行盲审。通过衡量标书选题、立项依据、研究内容、研究方案和创新点等综合评估2组研究生的科研思维能力,分别调查2组研究生对自身科研思维能力提升的满意度。 结果培训前,2组研究生基线资料和标书各主要项目的评分比较,差异无统计学意义（P>0.05）。2组研究生经过培训后在标书选题、立项依据、研究内容、研究方案和创新点等方面均较培训前有明显提高,差异具有统计学意义（P<0.05）。但是A组研究生所撰写的课题标书各主要项目的评分明显高于B组,对自身科研思维能力的满意度明显优于B组,差异均具有统计学意义（P<0.05）。 结论文献编译互动教学模式在神经外科研究生科研思维能力培养中效果显著,值得推广。

Application of literature compilation interactive teaching mode in cultivating the scientific research thinking ability of neurosurgery postgraduates

ObjectiveTo study the effects of literature compilation interactive teaching mode in cultivating the scientific research thinking ability of neurosurgery postgraduates. MethodsA total of 42 neurosurgery postgraduates from the First Medical Center of PLA General Hospital and Sichuan Provincial People’s Hospital were randomly divided into two groups: the literature compilation interactive teaching group (group A, n=21; literature compilation once a week) and control group (group B, n=21; regular training). The training lasted for half a year. Pre- and post-training, the two groups of neurosurgery postgraduates were assessed in the form of tender writing, respectively. Three experts were randomly selected from the expert database for blind review. The scientific research thinking ability of neurosurgery postgraduates was evaluated comprehensively from the aspects of topic selection, project basis, research content, research scheme and innovation points of these tenders. In addition, the two groups of neurosurgery postgraduates were respectively investigated on their satisfaction with the improvement of their scientific research thinking ability. ResultsThere was no significant difference in the baseline data and tender scores between the two groups before training (P>0.05). After such training, the aspects of topic selection, project basis, research content, research scheme and innovation points in the group A were significantly improved (P<0.05). In addition, tender scores in the group A was substantially higher than those in the group B (P<0.05). Moreover, the postgraduates in group A were significantly more satisfied with the improvement of their scientific research thinking ability than those in group B (P<0.05). ConclusionThe literature compilation interactive teaching mode effectively improves the scientific research thinking ability of neurosurgery postgraduates.