目的：了解八年制医学生对全程导师的教学需求与满意度。方法：将中山大学八年制临床医学生分为低年级、高年级两组，均进行匿名线上问卷调查。分析问卷结果，并比较两组间的不同。结果：回收问卷352份。学生对导师个人“比较满意”占比高(低年级45.56% vs 高年级37.79%，P=0.087)，对全程导师制度“比较满意”占比高(低年级 36.67% vs 高年级33.14%，P=0.806)。对全程导师制度“很了解”与“比较了解”的学生在低年级中明显低于高年级的占比(16.67% vs77.91%，P<0.001)。低年级学生期待全程导师在职业规划、临床思维、科研思维、心理健康发挥较大影响的占比均高于高年级的实际评估(构成比4个方面均P<0.001，选择“有很大影响”及“比较有影响”在低、高年级占比分别为83.33% vs 36.63%，92.22% vs 29.07%，91.67% vs 31.39%，62.78% vs 38.37%)。结论：学生对全程导师个人及制度均较满意，但存在低年级对该制度了解少、师生联系少、导师实际作用低于学生预期、科研训练机会不足等问题。亟需完善全程导师制，推动临床医学高水平人才的培养。
Objective: To evaluate the teaching needs and satisfaction of the eight-year program medical students to the whole-course tutors. Methods: An anonymous online questionnaire survey was conducted among the eight-year program medical students at Sun Yat-sen University. All students were divided the junior group and the senior group, and the differences between the two groups were compared. Results: A total of 352 valid questionnaires were collected. The proportion of students who were fairly satisfied with their whole-course tutors was 45.56% in the junior group and 37.79% in the senior group (P=0.087). The proportion of students who were fairly satisfied with the whole-course tutorial system was 36.67% in the junior group and 33.14% in the senior group (P=0.806). The proportion of students who “know well” and “know fairly well” about the whole-course tutorial system in the junior group was significantly lower than that in the senior group (16.67% vs 77.91%, P<0.001). The proportion of students in the junior group expecting their whole-course tutors “having a great impact” or “having some impact” on career planning, clinical thinking, scientific research thinking and mental health was significantly higher than that in the senior group (tests for proportions, all P<0.001, 83.33% vs 36.63%, 92.22% vs 29.07%, 91.67% vs 31.39%, 62.78% vs 38.37%). Conclusion: The eight-year program medical students are satisfied with their whole-course tutors and the whole-course tutorial system. However, some problems still exist, such as lower grade students lack of understanding of the whole-course tutorial system, insufficient contact between tutors and students, the actual influences of tutors failing to meet the students’ expectation, and insufficient opportunity of scientific research and training. It is urgent to improve the whole-course tutorial system and promote the cultivation of qualified medical talents.
八年制医学教育的目的是培养适合我国国情的高素质医学人才。本文回顾了我国八年制医学教育的产生与发展；介绍了八年制医学教育改革中各个方面积极的探索，包括教师改革、教学理念改革、教学方法改革、教学手段变化和特色课程设置等；总结了我国目前八年制医学教育的现状；并探讨了进一步完善这一教育体系，提高八年制医学生素质的策略与方案。
The purpose of the eight-year medical education is to train students for well-qualified medical talents that are in line with our national conditions. This article introduces the establishment and development of the eight-year medical education in China, and various aspects of exploration in its reform which includes the reform of the tutoring system, teaching philosophy, teaching approach, means of teaching, special courses and so on. It also summarizes the current situation of the eight-year medical education and discusses potential strategies to improve the education system and the quality of eight-year medical students.
目的：了解八年制医学生对全程导师的教学需求与满意度。方法：将中山大学八年制临床医学生分为低年级、高年级两组，均进行匿名线上问卷调查。分析问卷结果，并比较两组间的不同。结果：回收问卷352份。学生对导师个人“比较满意”占比高(低年级45.56% vs 高年级37.79%，P=0.087)，对全程导师制度“比较满意”占比高(低年级 36.67% vs 高年级33.14%，P=0.806)。对全程导师制度“很了解”与“比较了解”的学生在低年级中明显低于高年级的占比(16.67% vs 77.91%，P<0.001)。低年级学生期待全程导师在职业规划、临床思维、科研思维、心理健康发挥较大影响的占比均高于高年级的实际评估(构成比4个方面均P<0.001，选择“有很大影响”及“比较有影响”在低、高年级占比分别为83.33% vs 36.63%，92.22% vs 29.07%，91.67% vs 31.39%，62.78% vs 38.37%)。结论：学生对全程导师个人及制度均较满意，但存在低年级对该制度了解少、师生联系少、导师实际作用低于学生预期、科研训练机会不足等问题。亟需完善全程导师制，推动临床医学高水平人才的培养。
Objective: To evaluate the teaching needs and satisfaction of the eight-year program medical students to the whole-course tutors. Methods: An anonymous online questionnaire survey was conducted among the eight-year program medical students at Sun Yat-sen University. All students were divided the junior group and the senior group, and the differences between the two groups were compared. Results: A total of 352 valid questionnaires were collected. The proportion of students who were fairly satisfied with their whole-course tutors was 45.56% in the junior group and 37.79% in the senior group (P=0.087). The proportion of students who were fairly satisfied with the whole-course tutorial system was 36.67% in the junior group and 33.14% in the senior group (P=0.806). The proportion of students who “know well” and “know fairly well” about the whole-course tutorial system in the junior group was significantly lower than that in the senior group (16.67% vs 77.91%, P<0.001). The proportion of students in the junior group expecting their whole-course tutors “having a great impact” or “having some impact” on career planning, clinical thinking, scientific research thinking and mental health was significantly higher than that in the senior group (tests for proportions, all P<0.001, 83.33% vs 36.63%, 92.22% vs 29.07%, 91.67% vs 31.39%, 62.78% vs 38.37%). Conclusion: The eight-year program medical students are satisfied with their whole-course tutors and the whole-course tutorial system. However, some problems still exist, such as lower grade students lack of understanding of the whole-course tutorial system, insufficient contact between tutors and students, the actual influences of tutors failing to meet the students’ expectation, and insufficient opportunity of scientific research and training. It is urgent to improve the whole-course tutorial system and promote the cultivation of qualified medical talents.
