基于核心胜任力的骨科专业研究生“二经四纬”培养模式的构建及实践

Construction and Practice of “Two Classics and Four Latitude” Training Mode for Orthopedic Graduate Students Based on Core Competency

摘要: 目的：完善现有的骨科专业研究生培养体系，引导学生根据新时代医学对综合交叉能力的岗位要求，培养具备创新能力、实践能力、学科交叉思维和职业认同医学高层次人才。从师德师风、学术科研、临床实践的全方位加强研究生导师队伍建设。有效提高了研究生导师的岗位胜任力。方法：选取本校2020级、2021级和2022级的骨科学研究生。根据临床教学方法的不同，将受试者分为两组：对照组(100名)与实验组(100名)，对照组均为男性，年龄26.70 ± 8.13岁；实验组均为男性，年龄27.35 ± 6.83岁。对照组采用传统教学方法，实验组采用以提高研究生实践能力、创新能力、学科交叉思维和职业认同为目标，通过改革研究生导师培训体系，实施专业学位“产学研用”一体化研究生培养，构建“医学 X”交叉培养体系，“课程思政全过程融合”的骨科学专业研究生培养新模式，通过主观和客观指标来比较两种模式的教学效果，对骨科专业研究生岗位胜任力影响因素及其相关关系进一步分析和探讨。结果：实验组基本知识考试、技能操作成绩、病例讨论、教学查房和年度考试成绩均优于对照组，差异均匀统计学意义(P < 0.05)；实验组学生对课程的满意度优于对照组，两组差异均有统计学意义(P < 0.05)，实验组学生对教学方式的满意度优于对照组，两组差异均有统计学意义(P < 0.05)，实验组导师的满意度优于对照组，两组差异均有统计学意义(P < 0.05)。结论：综合以上结果，实验组的教学模式在各方面的表现均明显优于对照组，这进一步验证了实验组教学模式的有效性和优越性。这些发现为教育教学实践提供了有益的参考，为未来的教学改进和培训提供了重要的指导。

Abstract: Objective: To improve the existing postgraduate training system for orthopedics, and guide students to cultivate high-level medical talents with innovation ability, practical ability, interdisciplinary thinking and professional identity according to the job requirements of comprehensive cross-sectional ability of medicine in the new era. Strengthen the construction of the graduate tutor team from the various aspects of ethics, academic research and clinical practice. Effectively improve the post competency of the postgraduate supervisor. Method: Postgraduate students of orthopedics majoring in Grade 2020, 2021 and 2022 in our university were selected. The subjects were divided into two groups according to the different clinical teaching methods: control group (100 students) and experimental group (100 students). The control group consisted of all males, with an average age of 26.70 ± 8.13 years old; the experimental group also consisted of all males, with an average age of 27.35 ± 6.83 years old. The control group adopted the traditional teaching method, while the experimental group adopted a new model of orthopedic postgraduate training, aiming to improve the practical ability, innovation ability, interdisciplinary thinking and professional identity of postgraduates. This model was achieved by reforming the postgraduate tutor training system, implementing the integration of “production, education, research and application” in professional degree training, building a cross-training system of “medicine X”, and integrating ideological and political education throughout the curriculum. Subjective and objective indicators were used to compare the teaching effects of the two models, and further analysis and discussion were made on the influencing factors and correlation of orthopedic postgraduate’s job competency. Results: The experimental group performed better than the control group in basic knowledge test, skill operation performance, case discussion, teaching rounds and annual examination scores, with statistically significant differences (P < 0.05). The satisfaction of the experimental group students with the course was higher than that of the control group, with statistically significant differences between the two groups (P < 0.05). The satisfaction of the experimental group students with the teaching method was also higher than that of the control group, with statistically significant differences between the two groups (P < 0.05). The satisfaction of the tutors in the experimental group was superior to that of the control group, with statistically significant differences between the two groups (P < 0.05). Conclusion: Based on the above results, the teaching mode of the experimental group is significantly better than that of the control group in all aspects, which further verifies the effectiveness and superiority of the teaching mode of the experimental group. These findings provide a useful reference for educational teaching practice and provide important guidance for future teaching improvement and training.