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| Investigation on participation in scientific research projects among dental undergraduate students in West China Hospital of Stomatology#br# |
| ZHOU Yachuan1,2,3 TIAN Qinglu2,3,4 ZHANG Wenpai2,3 HUANG Shuqi1,2,3 ZHOU Xuedong1,2,3 ZHENG Liwei2,3,4 |
1.Department of Cariology and Endodontics, West China Hospital of Stomatology, Sichuan University, Sichuan Province, Chengdu 610041, China;
2.State Key Laboratory of Oral Diseases, Sichuan Province, Chengdu 610041, China;
3.National Clinical Research Center for Oral Diseases, Sichuan Province, Chengdu 610041, China;
4.Department of Pediatric Dentistry, West China Hospital of Stomatology, Sichuan University, Sichuan Province, Chengdu 610041, China |
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Abstract Objective To explore the participation of undergraduate dentistry students in scientific research projects for undergraduate students, and to analyze the factors that affect their participation and their cognition of scientific research training, and to provide possible reform directions for the scientific research training module of undergraduates. Methods From January to March 2021, a questionnaire was used to randomly sample and investigate the participation of undergraduates from the 2016 to 2018 grades of the West China Hospital of Stomatology. Results 81.09% (373 students) of undergraduate had participated in scientific research projects, and more than half of the students believed that this activity had deepened their understanding of scientific research. The main motivation for undergraduates to participate in scientific research projects (64.34%, 240 students) was scholarship awards or research guarantees, and the main obstacles were implementation details, thesis writing, and teacher guidance. Regarding the necessity of cultivating scientific research ability at the undergraduate level, 39.35% (181 students) of undergraduate thought it was necessary, 38.48%(177 students) thought it was related to career planning. 50%(230 students) of undergraduate thought that they might participate in research-related work after graduation. Conclusion Undergraduate have a high degree of participation in scientific research training projects, and their participation motivation and scientific research cognition need to be adjusted and guided. Cultivating correct scientific research cognition, improving the allocation of resources for undergraduate scientific research training, and establishing a complete scientific research skills evaluation system may be the direction of reform for medical undergraduate scientific research skills training.
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