医学生“三位一体”双创教育体系的构建与实践研究

Construction and Practice Research of the “Trinity” Education System for Medical Students

摘要: 目的：探讨双创教育与基础医学教育相融合的“三位一体”教育在临床医学本科生双创能力培养和结果产出中的应用效果。方法：选取成都大学基础医学院2019级临床医学本科生为研究对象，将其分为试验组和对照组。试验组45名学生，采用新型创新创业教学；对照组46名本科生采用传统双创教育教学。基础医学教育阶段完成后，对91名本科生创新创业能力、成果和绩点进行评估和总结。采用χ2检验、Mann-Whitney U检验和t检验比较两组间差异。结果：两组学生基础教育阶段主要科目平均绩点无明显差异(t = 4.21, p = 0.32)，试验组本科生的创新创业结果评分[18(8,32)]高于对照组传统教育成果评分[6(4,14)]，其差异具有统计学意义(p = 0.023)。试验组学生的创新意志力、风险防范能力、技术学习能力、问题解决能力、情绪稳定性、经费管理能力、自控能力、环境应变能力以及团队合作能力均明显高于对照组学生，其余项目无统计学意义。结论：双创教育和基础医学教育相结合的“三位一体”双创教育有助于临床医学本科生在基础医学阶段取得更多的创新创业成果，拥有更好的创新创业能力。

Abstract: Objective: To explore the application effect of “trinity” education, which combines entrepreneur-ship and innovation education with basic medical education, in the training of entrepreneurship and innovation ability and the resulting output of clinical medical undergraduates. Methods: Clinical medical undergraduates of Grade 2019 from Basic Medical College of Chengdu University were selected as the subjects and divided into an experimental group and control group. The experimental group of 45 students adopted the innovation and entrepreneurship teaching; In the control group, 46 undergraduates received traditional entrepreneurship and innovation education. After the completion of basic medical education, the innovation and entrepreneurship abilities, achievements and grade points of 91 undergraduates were evaluated and summarized. χ2 test, Mann-Whitney U test and t test were used to compare the differences between the two groups. Results: There was no significant difference between the two groups (t = 4.21, p = 0.32) in the main subjects of basic education. The score of innovation and entrepreneurship results of undergraduates in the experimental group [18 (8,32)] was higher than that of traditional education results in the control group [6 (4,14)], and the difference was statistically significant (p = 0.023). The innovative willpower, risk prevention ability, technical learning ability, problem solving ability, emotional stability, fund management ability, self-control ability, environmental strain ability and teamwork ability of the test group were significantly higher than those of the control group, while the other items had no statistical significance. Conclusion: The “trinity” of entrepreneurship and innovation education combined with basic medical education can help clinical medical undergraduates to achieve more innovation and entrepreneurship results in basic medical stage and have better innovation and entrepreneurship ability.