口腔医学专业基础科研训练课程教学效果评价与教学改革路径研究

Evaluation of Teaching Effectiveness and Pathways for Reform of the Basic Research Training Course in Stomatology

摘要: 为提升口腔医学本科生科研素养，本研究基于大二学生开展基础科研训练课程实施效果调查，旨在通过数据分析课程现状并提出系统性的改革路径。研究以90名学生问卷为基础，从科研认知、技能掌握、教学体验、科研兴趣变化及学习困难等维度进行描述性统计与独立样本t检验分析。结果显示，本课程在科研流程理解、研究设计思维及科研伦理认识方面成效显著，90%以上学生科研兴趣提升，小组合作与教师反馈评价较高。差异分析表明，科研经历、学习意愿及课程专业契合度对教学效果影响较大，学业基础影响较小。针对文献检索、英文阅读、统计基础及选题构思等薄弱环节，提出以科研任务链为主线、深化案例教学、构建分层技能训练体系、优化小组合作及建立动态评价机制的教学改革路径。本研究基于口腔医学专业基础科研训练课程的教学实践，为科研启蒙课程优化提供实证依据，并为医学本科科研教育模式的专业化与能力导向改革提供参考。

Abstract: To enhance research literacy among undergraduate stomatology students, this study investigated the implementation and effectiveness of the Basic Research Training course for second-year students, aiming to analyze its current status and propose systematic teaching reform strategies. Based on questionnaires from 90 students, descriptive statistics and independent-sample t-tests were conducted across research cognition, skill mastery, learning experience, changes in research interest, and learning difficulties. Results showed that the course significantly improved students’ understanding of research processes, research design thinking, and research ethics, with over 90% reporting increased research interest and high evaluations of group collaboration and instructor feedback. Differences analysis indicated that prior research experience, learning motivation, and course relevance had substantial impact on learning outcomes, whereas academic background showed limited influence. To address weaknesses in literature retrieval, English reading, statistical foundations, and topic development, this study proposes teaching reform strategies centered on research task chains, case-based instruction, layered skill training, optimized group collaboration, and dynamic evaluation. Based on teaching practice in a stomatology undergraduate course, the findings provide empirical evidence for optimizing research initiation courses and offer references for competency-oriented reform in undergraduate medical education.