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| 中文摘要: |
| 目的 基于柯克帕特里克模型对军队医学研究生创新能力的各方面培养效果进行综合评估。方法 科学选取柯克帕特里克模型4个层次的替代评估指标（研究生对高校培养工作的满意度、学习动机强度、创新能力的等级水平和分布特征、论文等创新成果），通过问卷调查和数据收集，综合评估某军队医科院校804名研究生创新能力培养的效果。采用SPSS 20.0进行卡方检验、方差分析和t检验。结果 ①第一层次（反应层）：研究生对高校培养工作总体满意（非常满意和比较满意之和）为61.2%，采用李克特5级评分法，对导师的评价（4.18±0.84）高于对学校教育管理（3.64±0.89）和课程教学（3.59±0.86）的评价。②第二层次（学习层）：研究生多数属于学习动机中等（57.5%，463/804）。③第三层次（行为层）：研究生创新能力“一般”占64.4%（518/804），“强”占34.3%（276/804）；创新能力成分以挑战性（78.66±9.84）和好奇性（76.46±10.38）为主，想象力最低（65.36±11.44）。④第四层次（效果层）：研究生发表论文以核心期刊为主（人均0.42±0.83）；46.5%（365/804）的研究生认为自己所在专业学位论文的创新性较低；32.2%（259/804）的研究生读研期间参加了1项科研项目；38.7%（311/804）认为自己参加科研项目的学术含量“一般”。结论 柯克帕特里克模型的应用解决了研究生创新能力培养效果评估指标难以统一的问题；4个层次的具体分析为高校研究生创新能力培养工作提供了更加丰富的信息，更深刻地论证了研究生创新能力培养的效果和意义。 |
| 英文摘要: |
| Objective To comprehensively evaluate all aspects of innovation ability training of military medical postgraduates based on Kirkpatrick model. Methods Through scientifically choosing alternative evaluating indexes of four levels (postgraduates' satisfaction with the training in their universities, the intensity of their study motivation, level and distribution characteristics of their innovation abilities, innovation achievements such as published papers) and conducting questionnaire survey and data collection, we comprehensively evaluated the training effects of 804 postgraduates' innovation abilities in a certain military medical university. Results ①The first level (Reaction): The postgraduates were generally satisfied with the innovation ability training of their university (the percentage of students who were "Very Satisfied" plus "Satisfied" was 61.2%), and their satisfaction towards their supervisor (4.18±0.84), which was assessed with likert 5-level method, was greater than that towards the educational management (3.64±0.89) and course teaching (3.59±0.86) in their university. ②The second level (Learning): The study motivation of most of the postgraduates were moderate (57.5%, 463/804). ③The third level (Behavior): The percentage of postgraduates with "average innovation ability" was 64.4% (518/804) and students with "good innovation ability" was 34.3% (276/804). The internal attributes of students' innovation ability were primarily Challenge (78.66±9.84) and Curiosity (76.46±10.38), and Imagination (65.36±11.44) was the lowest. ④The fourth level (Achievement): Most of the papers of postgraduates were published in Chinese core journals (average 0.42±0.83); 46.5% (365/804) of the students appraised the innovation in their research papers as "deficient"; 32.2% (259/804) of the students participated only one research project; and 38.7% (311/804) of the students appraised the academic nature in the research projects they participated as "average". Conclusion The application of Kirkpatrick model addressed the inconsistency of evaluation indexes of innovation ability training for postgraduates in the university. Specific analyses of the 4 levels provided more information for the innovation ability training for postgraduates in universities, and also deeply demonstrated effect and significance of the training. |
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