Improved tutorial system + TBL research combat training, a novel teaching model of scientific research practice and its effects on medical undergraduates' cognition and behavior

Abstract

Objective To investigate the effects of a novel scientific research practice model on medical undergraduates' cognition and behavior. Method Totally, 60 medical undergraduates took part in the research. All of them accepted scientific research training by using improved tutorial system + team-based learning (TBL) combat training models. Before and after training, students completed the same questionnaires respectively. The content included the purpose of participating in scientific research activities, the interest of scientific research, and the confidence and satisfaction of publishing scientific research papers, etc.. SPSS 16.0 was used to conduct non parametric Mann-Whitney test or Wilcoxon non parametric test to the pre and post survey data. Results Fifty-seven students (95.0%) were satisfied with the novel teaching model. Before and after training, the liking scores for scientific research practice rose from 1.12 (95%CI=0.65 to 1.59) to 5.87 (95%CI=5.34 to 6.39), P=0.001. Fifty-three students (88.3%) proactively participated in re- search work after training compared with 21 students (35.0%) before training, P=0.000. More students had confidence in publishing academic papers on Chinese core journals or Science Citation Index journals after training (P=0.000, P=0.003 respectively). 57 students (95%) said they were very satisfied or satisfied with the training of scientific research and practice. Conclusion Improved tutorial system + TBL research combat training model can stimulate students' interest in scientific research and make them have more pos-itive cognition and behavior on scientific research work. Key words: Medical undergraduate education; Research capacity; Tutorial system; Question-naire; Team-based learning