Cunha Alexandre, dos Santos Bernardo, Dias Álvaro Machado, Carmagnani Anna Maria, Lafer Beny, Busatto Geraldo F
Department of Psychiatry, University of São Paulo School of Medicine, São Paulo, Brazil.
BMC Med Educ. 2014 Nov 6;14:238. doi: 10.1186/1472-6920-14-238.
This study evaluates the success of graduate students in psychiatry in an emerging country, in terms of the quantity and quality of their publication productivity (given by the number of papers and impact factors of the journals in which they publish). We investigated to what extent student proficiency in English and the scientific capabilities of academic advisors predict that success.
Our sample comprised 43 master's and doctoral students in psychiatry (n = 28 and n = 15, respectively) at the University of São Paulo School of Medicine, in São Paulo, Brazil. We collected information about their knowledge of English and the ways in which they wrote their articles to be submitted to periodicals published in English. Multiple regression analyses were carried out in order to investigate the influence English proficiency, h-index of supervisors and use of language editing assistance had on the number and impact of student publications.
Although 60% of students scored ≥80 (out of 100) on English tests given at admission to the graduate program, 93.09% of the sample used some form of external editing assistance to produce their papers in English. The variables "number of publications" and "impact factor of journals" were significantly related to each other (r = 0.550, p < 0.001). Multiple regression analysis revealed that the impact factor of periodicals where students published their articles as first authors correlated significantly not only with student proficiency in English at admission (p = 0.035), but also with the degree of language editing assistance (p = 0.050) and the h-index of the academic advisor (p = 0.050).
Albeit relevant, knowledge of English was not the key factor for the publication success of the graduate students evaluated. Other variables (h-index of the advisor and third-party language editing assistance) appear to be also important predictors of success in publication.
本研究从发表成果的数量和质量（以发表论文数量及所发表期刊的影响因子衡量）方面，评估一个新兴国家精神病学专业研究生的学业成就。我们探究了学生的英语水平和学术导师的科研能力在多大程度上能够预测这一成就。
我们的样本包括巴西圣保罗大学医学院43名精神病学专业硕士和博士研究生（分别为28名硕士研究生和15名博士研究生）。我们收集了他们的英语知识信息以及撰写提交至英文期刊发表文章的方式。进行多元回归分析，以研究英语水平、导师的h指数和语言编辑辅助工具的使用对学生发表成果的数量和影响力的影响。
尽管60%的学生在研究生项目入学时的英语测试中得分≥80（满分100），但93.09%的样本在撰写英文论文时使用了某种形式的外部编辑辅助工具。“发表论文数量”和“期刊影响因子”这两个变量之间存在显著相关性（r = 0.550，p < 0.001）。多元回归分析显示，学生以第一作者身份发表文章的期刊影响因子不仅与入学时的英语水平显著相关（p = 0.035），还与语言编辑辅助程度（p = 0.050）和学术导师的h指数（p = 0.050）显著相关。
尽管英语知识很重要，但它并非所评估的研究生发表成果成功的关键因素。其他变量（导师的h指数和第三方语言编辑辅助工具）似乎也是发表成功的重要预测因素。
