医学生科研创新能力培养“3+X”模式的探索与实践

针对长期以来培养医学生的科研创新能力主要依靠零散的课外科研活动、受众面窄、没有系统性课程教学及其相关制度保障、致使对医学生科研创新能力培养明显乏力低效这一共性瓶颈教学问题,自2002年起,汕头大学医学院生物化学与分子生物学教学团队,在“科教相辅相佐”、“以学生为中心”、“以问题为导向”等先进教育理念指导下,倚重汕头大学医学院“医者之心”系列课程与书院育人文化之特色,发挥汕头大学的生物学、基础医学和临床医学一级学科均拥有本/硕/博/博后完整人才培养体系之优势,联合其他相关专业教学团队,在建立充分体现医学生科研创新能力培养内涵,覆盖医学本科5年全过程的核心课程体系的基础之上,历经20载的不懈努力,补充修善,成功构建了“3+X”模式,着力培养医学生的科研创新能力。所谓“3”意指对医学生的“全人培养”、“全程培养”和“全方位培养”。所谓“X”意指针对“3+X”模式运行效能的若干个验证性维度,主要包括组织医学生参加各种形式的全国大学生创新实验研究大赛、国际大学生学术研讨会,由医学本科生作为第一作者撰写发表学术论文等。培养医学生科研创新能力的成效十分显著,为有效解决上述共性瓶颈教学问题提供了一个有重要借鉴价值的范例。

Exploration and Practice of the Mode of "3+X" in the Cultivation of Scientific Research and Innovation Ability of Medical Students

For a long time, the cultivation of medical students’ scientific research and innovation ability mainly depends on scattered extracurricular scientific research activities. With limited students, unsystematic teaching and inadequate administrative guarantee, it often results in obvious weakness and inefficiency. Since 2002, the Biochemistry and Molecular Biology teaching team in Shantou University Medical College has been working on a “3+X” model to nurture the scientific research and innovation ability of medical students. Guided by the concepts of complementary development of science and education, student-centeredness, and Problem-based Learning, a model is established based on the ‘HEART” professionalism courses and the academy culture specific to Shantou University. We also take full advantage of the first-tier disciplines of biology, basic medicine and clinical medicine in Shantou University and collaborate with other professional teaching teams. It is conceptualized in a framework that embraces the comprehensive connotation of scientific research and innovation ability and adopts a core curriculum system that runs through the 5-year medical undergraduate education. In this model, "3" means "whole-person training", "whole-process training" and "omni-directional training" for medical students; "X" refers to several confirmatory dimensions of the operational effectiveness of the "3+X" model, including organizing medical students to participate in various forms of national college students’ innovative experimental research competitions, international college students’ academic seminars, writing and publishing academic papers by medical undergraduates as the first author, etc. The model proves to be effective in cultivating the scientific research and innovation ability of medical students, hence setting a good example to solve the current problems in the cultivation of medical students’ scientific research and innovation ability.