Zhou Kecheng, Cao Chunhua, Liu Xiao, Sun Mengqi, Wu Zhihan, Zheng Weiqin, Peng Cheng
Department of Burns and Plastic Surgery, The 3rd Xiangya Hospital of Central South University, Changsha, China.
Department of Educational Studies in Psychology, Research Methodology, and Counseling, University of Alabama, Tuscaloosa, AL, USA.
Med Educ Online. 2025 Dec;30(1):2535406. doi: 10.1080/10872981.2025.2535406. Epub 2025 Jul 28.
There is a growing trend to integrate scientific research training into undergraduate medical education, and mentoring styles are believed to help develop students' research capabilities. Critical thinking, attitude toward communication skills, and academic passion are important factors in enhancing students' research capabilities. This study aimed to explore the impact of exposure to scientific research and mentoring styles on medical undergraduates' critical thinking, attitude toward communication skills, and academic passion. This study surveyed 366 medical students from Central South China, assessing students' research involvement, mentoring style, self-perceived items of critical thinking, attitude toward communication skills, harmonious academic passion, and obsessive academic passion. Structural equation modeling (SEM) was used to model the structural relationships between the exposure to research and the self-perceived latent factors. SEM results showed that the model fit was acceptable (CFI = 0.903, RMSEA = 0.070, and SRMR = 0.060) based on the cutoff criteria used in empirical research. SEM analysis revealed that exposure to research significantly influenced critical thinking (β = 0.139, < .01) and communication attitude (β = 0.258, < .001) but did not affect academic passion. An inclusive mentoring style significantly enhanced critical thinking (β = 0.472, < .001), communication attitude (β = 0.423, < .001), and harmonious academic passion (β = 0.377, < .001). Inclusive mentoring plays a crucial role in enhancing medical students' critical thinking, communication skills, and harmonious academic passion. Medical institutions should focus on strengthening mentoring programs to better support these outcomes.
将科研培训融入本科医学教育的趋势日益增长,人们认为指导方式有助于培养学生的科研能力。批判性思维、对沟通技巧的态度以及学术热情是提高学生科研能力的重要因素。本研究旨在探讨参与科研和指导方式对医学本科生批判性思维、对沟通技巧的态度以及学术热情的影响。本研究对来自中国中南地区的366名医学生进行了调查,评估了学生的科研参与度、指导方式、批判性思维的自我认知项目、对沟通技巧的态度、和谐的学术热情和强迫性学术热情。采用结构方程模型(SEM)对科研参与度与自我认知的潜在因素之间的结构关系进行建模。基于实证研究中使用的截止标准,SEM结果显示模型拟合度可以接受(CFI = 0.903,RMSEA = 0.070,SRMR = 0.060)。SEM分析表明,参与科研显著影响批判性思维(β = 0.139,p <.01)和沟通态度(β = 0.258,p <.001),但不影响学术热情。包容型指导方式显著增强了批判性思维(β = 0.472,p <.001)、沟通态度(β = 0.423,p <.001)和和谐的学术热情(β = 0.377,p <.001)。包容型指导在提高医学生的批判性思维、沟通技巧和和谐的学术热情方面发挥着关键作用。医疗机构应注重加强指导项目,以更好地支持这些成果。