Hospital of Stomatology, Guanghua School of Stomatology, Guangdong Provincial Key Laboratory of Stomatology, Sun Yat-sen University, 56 Lingyuan Road West, Guangzhou, 510055, Guangdong, China.
BMC Med Educ. 2022 Jul 23;22(1):569. doi: 10.1186/s12909-022-03628-9.
Undergraduate dental basic research education (UDBRE) is broadly regarded as an important approach for cultivating scientific research talent. This scoping review aims to summarize the current status of UDBRE in terms of educational goals, teaching program and content, assessment system, training outcomes, barriers, and reflections.
The authors performed a systematic literature search in PubMed, Web of Science, and Education Resources Information Center (ERIC) to identify peer-reviewed articles written in English from their inception to January 29, 2021. Articles were reviewed and screened according to the inclusion and exclusion criteria. Related data from the included publications were then collected and summarized.
The authors searched 646 publications and selected 16 articles to include in the study. The education goals included cultivating five major dental basic research capabilities (n=10, 62.5%) and developing interest in basic research (n=2, 12.5%). As for the teaching program, the mentor-guided student research project was the most popular (n=11, 68.8%), followed by didactic courses (n=5, 31.3%), experimental skills training (n=1, 6.3%), and the combination of the above forms (n=3, 18.8%). However, the assessment system and training outcome diverged. Existing evidence showed that UDBRE reached satisfying education outcomes. Barriers included excessive curriculum burden (n=2, 12.5%), tutor shortage (n=3, 18.8%), lack of financial support (n=5, 31.3%), and inadequate research skills and knowledge (n=5, 31.3%).
Although efforts were made, the variation between studies revealed the immature status of UDBRE. A practical UDBRE education system paradigm was put forward. Meanwhile, more research is required to optimize a robust UDBRE system with clear education goals, well-designed teaching forms, and convincing assessment systems.
本科生口腔基础研究教育（UDBRE）被广泛认为是培养科研人才的重要途径。本范围综述旨在总结 UDBRE 在教育目标、教学计划和内容、评估体系、培养成果、障碍和反思等方面的现状。
作者在 PubMed、Web of Science 和教育资源信息中心（ERIC）中进行了系统的文献检索，以确定从成立到 2021 年 1 月 29 日发表的英文同行评审文章。根据纳入和排除标准对文章进行了审查和筛选。然后从纳入的出版物中收集和总结相关数据。
作者共检索到 646 篇文献，最终纳入 16 篇文章进行研究。教育目标包括培养 5 项主要的口腔基础研究能力（n=10，62.5%）和培养对基础研究的兴趣（n=2，12.5%）。在教学计划方面，导师指导下的学生研究项目最为流行（n=11，68.8%），其次是理论课程（n=5，31.3%）、实验技能培训（n=1，6.3%）以及上述形式的组合（n=3，18.8%）。然而，评估体系和培养成果存在差异。现有证据表明，UDBRE 取得了令人满意的教育成果。障碍包括课程负担过重（n=2，12.5%）、导师短缺（n=3，18.8%）、缺乏资金支持（n=5，31.3%）以及研究技能和知识不足（n=5，31.3%）。
尽管已经做出了努力，但研究之间的差异表明 UDBRE 尚不成熟。提出了一种实用的 UDBRE 教育系统模式。同时，需要进一步研究以优化具有明确教育目标、精心设计的教学形式和令人信服的评估体系的强大 UDBRE 系统。
