中国实用口腔科杂志

中国实用口腔科杂志 ›› 2023, Vol. 16 ›› Issue (5): 598-603.DOI: 10.19538/j.kq.2023.05.016

• 口腔医学教育研究专栏 • 上一篇    下一篇

口腔医学研究生科研能力自我评价的调查研究

谭学莲1，倪卫桂1，2，孙一民1，邹    旭1，晋佑顺1，彭佳丽1，王    军1   

  1. 1.口腔疾病防治全国重点实验室，国家口腔医学中心，国家口腔疾病临床医学研究中心，四川大学华西口腔医学院，四川  成都  610041；2.南方医科大学附属深圳妇幼保健院，广东  深圳  518028
  • 出版日期:2023-09-30 发布日期:2023-11-02
  • 基金资助:
    国家自然科学基金青年项目（82001037）；四川省自然科学基金面上项目（2022NSFSC0751）；四川大学基层教研特色品牌工作项目（2021JCJX30）

  • Online:2023-09-30 Published:2023-11-02

摘要： 目的    分析口腔医学研究生科研能力自我评价的影响因素，为其科研能力培养提供参考。方法    2022年1—8月对四川大学华西口腔医学院284名研究生进行科研能力自我评价问卷调查，采用χ2检验、趋势χ2检验、多因素logistic回归分析影响其科研能力自我评价的因素。结果    不同性别、课题组规模、本科从事科研工作时长、参加学术讲座频次的研究生科研能力自我评价差异均有统计学意义（P < 0.05）。与课题组人数≤ 10人相比，课题组规模为11 ~ 20人、21 ~ 30人、> 30人的研究生具有良好科研能力的概率分别是其4.519倍、3.601倍和4.388倍（95%CI依次为1.665 ~ 12.264、1.230 ~ 10.543、1.514 ~ 12.716，均P < 0.05）。与本科从事科研工作< 1年的研究生相比，本科从事科研工作1 ~ 2年、> 2 ~ 3年、> 4年的研究生具有良好科研能力的概率依次是其4.587、3.344、4.496倍（95%CI依次为1.918 ~ 10.972、1.179 ~ 9.481、1.741 ~ 11.611，均P < 0.05），但本科从事科研工作> 3 ~ 4年的研究生具有良好科研能力的概率与之相比差异无统计学意义（P > 0.05）。经常参加学术讲座的研究生具有良好科研能力的概率是偶尔参加学术讲座研究生的2.698倍（95%CI：1.122 ~ 6.486，P = 0.027）。结论    性别、课题组规模、本科从事科研工作时长、参加学术讲座频次等因素均可能对口腔医学研究生科研能力的自我评价产生影响。

关键词: 科研能力, 口腔医学, 研究生教育, 科研育人

Abstract: Objective    To analyze the factors that influence the self-evaluation of scientific research ability among stomatological postgraduates，with the aim of providing references for the cultivation of their scientific research ability. Methods    A questionnaire survey was conducted among 284 postgraduates from the West China School of Stomatology，Sichuan University from January to August，2022. The chi-square test，trend chi-square test，and multivariate logistic regression analysis were employed to analyze the factors affecting the self-evaluation of scientific research ability. Results  There were differences in the self-evaluation of scientific research ability among postgraduates of different gender，research group size，undergraduate research hours，and frequency of attending academic lectures（P < 0.05）. Compared with postgraduates in research groups with less than 10 persons，the probability of postgraduates with good scientific research ability was 4.519 times，3.601 times，and 4.388 times greater in research groups of size 11-20，21-30，and more than 30 persons，respectively（95%CI：1.665 - 12.264，1.230 - 10.543，1.514 - 12.716；P < 0.05）. Compared with postgraduates engaged in scientific research for less than 1 year，the probability of good scientific research ability was 4.587 times，3.344 times，and 4.496 times greater in postgraduates engaged in scientific research for 1-2 years，2-3 years，and more than 4 years，respectively（95%CI：1.918 - 10.972，1.179 - 9.481，1.741 - 11.611；P < 0.05）；however， there was no significant difference in the probability of good scientific research ability in postgraduate students who had been engaged in scientific research for 3 to 4 years（P > 0.05）. The probability of good scientific research ability among postgraduates who often attended academic lectures was 2.698 times that of those who occasionally attended academic lectures（95%CI：1.122 -6.486，P = 0.027）. Conclusion    Gender，size of the research group，undergraduate research hours and frequency of attending academic lectures can affect the self-evaluation of scientific research ability among stomatological postgraduates.

Key words: scientific research ability, stomatology, postgraduate education, scientific research education