| 我国医学研究生的科研伦理认同影响因素及其教育方案和评估的思考 |
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| 引用本文： | 刘俊林,杨小丽.我国医学研究生的科研伦理认同影响因素及其教育方案和评估的思考[J].科技管理研究,2023(8):127-132. |
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| 作者姓名： | 刘俊林 杨小丽 |
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| 作者单位： | 重庆医科大学公共卫生学院 |
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| 基金项目： | 重庆市高等教育教学改革研究项目“医学生科研伦理认同教育研究”（213109）；;重庆市教育委员会人文社会科学研究项目“医学研究生科研伦理认知、态度、行为及影响因素研究”（21SKSZ016）； |
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| 摘 要： | 目前，国内高等医学院校中为研究生开设科研伦理教育课程的比例较低，也尚未见医学研究生科研伦理教育效果评估的报道。有鉴于此，依照“知—信—行”模式，设计一套针对医学研究生的科研伦理教育方案以及科研伦理教育效果评估策略，以重庆、四川、山东、湖南、甘肃、广州等地高等医学院校在校研究生作为调查对象，通过实证调查验证医学研究生对科研伦理教育方案及科研伦理教育评估策略的认同情况，以期为教育部门和高等医学院校科学设计研究生科研伦理教育方案提供参考依据。结果表明：总体上，医学研究生对科研伦理教育方案和评估策略高度认同，其中最希望获得的教育内容是对学术不端行为的甄别和科研诚信教育；最佳的教学形式是科研案例教学和科研项目实践教学；教育效果最重要的评估内容是科研伦理规范知晓情况、接受程度和科研失范行为发生情况；教育效果评估主体主要是导师和课程教学老师。基于此，从增设科研伦理教育课程、合理设置科研伦理教育内容、加强科研伦理教育效果评估等三方面，对我国高等医学院校研究生科研伦理教育提出相关建议。
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| 关 键 词： | 科研伦理 科研诚信 科研伦理教育 教育方案 医学研究生 |
| 收稿时间： | 2022/9/7 0:00:00 |
| 修稿时间： | 2023/5/9 0:00:00 |
Reflections on the Influencing Factors, Educational Programs and Assessments of Research Ethics Identity of Medical Postgraduates in China |
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| Abstract: | Abstract: At present, the proportion of research ethics education courses for medical postgraduates in domestic higher medical colleges and universities is low, and the evaluation of the effectiveness of research ethics education for medical postgraduates has not been reported. In view of this, this paper designs a research ethics education program and research ethics education evaluation strategy for medical postgraduates according to the knowledge-attitude-practice model. By taking postgraduates in Chongqing, Sichuan, Shandong, Hunan, Gansu, and Guangzhou as the respondents, an empirical survey is conducted to verify the agreement of medical postgraduates with the research ethics education program and the evaluation strategy of research ethics education, hoping to provide a reference for educational departments and higher medical colleges and universities to design a research ethics education program for postgraduates. The results show that, in general, medical postgraduates generally agreed highly with the research ethics education program and evaluation strategies. The most desired educational content are the screening of academic misconduct and research integrity education. The best forms of teaching are through research cases and research project practices. The most important evaluation of the educational effect are the knowledge and acceptance of research ethics norms and the occurrence of research misconduct. The most important evaluation of the educational effect is the knowledge and acceptance of the research ethics, and the occurrence of research misconduct. The main subjects for effect evaluation are supervisors and course teaching teachers. Based on this, relevant suggestions are put forward in three aspects, including the establishment of more courses on research ethics education, reasonable setting of research ethics education contents, and enhancing the evaluation of the effect of research ethics education. |
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| Keywords: | research ethics research integrity research ethics education educational programs medical postgraduates |
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