通过分析护理研究生在我院近5年撰写的科研项目申报书、中标与参与课题研究、在国内外学术期刊论文的发表、协助指导论文和参与国内外学术交流活动的情况,从而探讨护理研究生在医院临床科研工作中的角色和作用。
Objective To assess whether the results of clinical trials on systematic reviews presented in different ways would influence postgraduates’ perception of risk and clinical decision after attending a research design course. Methods We distributed a questionnaire to all postgraduates who attended the final examination. The questionnaire presented the results of a systematic review. Data were presented in four different ways in the following order: as a relative risk reduction (RRR), as an absolute risk reduction (ARR), as the proportion of difference in event-free patients (EFP), and as the number of patients who needed to be treated to prevent one death (NNT). We asked all postgraduates to mark their decisions along a linear scale. Results We distributed and retrieved 342 questionnaires. Three were incomplete and excluded from our analyses. The results showed that the mean score and recommended level were significantly higher when data were expressed as NNT compared with RRR, ARR and EFP (Plt;0.01). There was no difference among RRR, ARR and EFP. However, 279 postgraduates’ score ranges were greater than 4 among the four different presentations. Conclusion The way of presenting data has significant influence on postgraduates’ perception of risk and their clinical decisions, even after a course teaching them about research design. Further improvements are needed for teachers on how to interprete different ways of presenting risk and their clinical importance.
Modern medicine is being transferring from traditional "empirical medicine" to more scientific "evidence-based medicine", which embodies the idea that clinical research is a primary motive that keeps medical practice continuously developing. Therefore, the contemporary aim of medical education should focus on attaching great importance to and strengthen the training of medical students' clinical scientific research ability. Based on clinical departments, we have built an open research project platform for volunteers for medical students before engaging in medical practice. Through a spirally-progressing teaching mode of "Training-Practice-Assessment-Retraining" for medical students before engaging in medical practice, the platform provides training on the knowledge and skills of evidence-based medicine and clinical scientific research. Through the volunteers' active and omnibearing practice, this project achieves some good outcomes in teaching and learning experience. This extracurricular teaching mode provides a platform for scientific research volunteers with the capacity for more knowledge before engaging in medical practice, which is recommended to empower the students with ability of scientific research.