从“被动学”到“主动学”：如何在医学带教中激发和提升研究生的探究能力

From “Passive Learning” to “Active Learning”: How to Stimulate and Improve Graduate Students’ Inquiry Competencies in Mentoring Practice

摘要: 当前，医学研究生培养普遍存在被动学习问题，学生独立探究意识不足。文章聚焦如何从灌输式的被动学习转向探究式的主动学习这一问题，从三方面探索导师赋能路径：一是破除知识灌输惯性，以开放式临床问题驱动学生自主查阅文献、思辨求证；二是搭建临床科研沉浸式探究场景，依托课题项目实现理论与实操结合；三是完善多元评价机制，强化创新激励，以期为培育高素质医学科研人才奠定基础。

Abstract: Passive learning is a widespread issue in current graduate education, and students lack a sense of independent inquiry. Focusing on the transition from didactic passive learning to inquiry-based active learning, this article explores supervisor empowerment pathways from three perspectives: First, breaking away from the habit of rote instruction and use open-ended clinical questions to encourage students to independently search for literature and engage in critical thinking and verification; Second, creating immersive clinical research environments that integrate theory with practice through hands-on projects; and third, refining a diversified evaluation system and strengthening incentives for innovation, with the aim of laying the foundation for cultivating high-caliber medical researchers.