AMQP综合教学模式在胸心外科研究生创新能力培养中的应用
The Application of AMQP Integrated Teaching Model in the Development of Innovative Capabilities in Postgraduate Cardiothoracic Surgery

目的：本研究旨在探索一种以独立研究为导向的教学模式AMQP (Assignment, Group meeting, Quiz, Presentation, AMQP)，在培养医学研究生的创新能力中的应用和教学效果。方法：纳入陆军军医大学大坪医院2017年~2022年毕业的胸心外科研究生，共36名。其中2017年~2019年的15名学生采用传统教学模式培养，2020年~2022年的21名学生采用AMQP模式培养。对比分析两组学员的一般资料、每学期综合成绩、执业医师通过情况、发表论文数量以及创造力测试评分等数据。采用SPSS 26.0进行数据检验和分析。结果：两组学员在第1、2两学期的综合成绩，职业医师通过率方面没有显著差异。随着AMQP教学方法的实施，AMQP组的学员学期综合成绩均分别显著高于传统教学组(77.23 ± 10.28 vs. 71.54 ± 8.79, p = 0.048; 79.38 ± 9.89 vs. 72.36 ± 8.19, p = 0.021; 84.26 ± 10.43 vs. 75.37 ± 10.02, p = 0.012; 91.18 ± 11.92 vs. 80.46 ± 11.24, p < 0.001)。在毕业前，结业考试总成绩以及导师综合评定成绩，AMQP组均显著高于传统教学组(92.46 ± 12.24 vs. 81.35 ± 11.25, p < 0.001; 92.53 ± 9.24 vs. 81.31 ± 12.39, p < 0.001)，而且发表论文数量更多(p = 0.019)，尤金创造力测试评分更高(p < 0.01)。结论：AMQP教学模式在胸心外科研究生培养的教学效果上显著优于传统教学模式。这项研究为医学研究生教育提供了有益的借鉴和启示，强调了以独立研究为导向的教学策略对培养医学研究生的创新能力的重要性。
Objective: The aim of this study is to explore the application and pedagogical effectiveness of an independent research-oriented teaching model, AMQP (Assignment, Group meeting, Quiz, Presentation, AMQP), in developing the innovative capacity of postgraduate medical students. Methods: A total of 36 postgraduate students in cardiothoracic surgery graduating from Daping Hospital of the Army Medical University from 2017~2022 were included, of whom 15 students from 2017~2019 were trained using the traditional teaching method and 21 students from 2020-2022 were trained using the AMQP model. The data on general information, academic performance per semester, pass rate of practitioners for doctors, number of published papers, and creativity test scores of the two groups of participants were compared and analyzed. SPSS 26.0 was used for data testing and analysis. Results: There was no significant difference between the two groups in terms of the score in the two previous semesters and the pass rate of the occupational physicians. With the implementation of the AMQP teaching method, the semester grades of the AMQP group were all significantly higher than those of the traditional teaching group respectively (77.23 ± 10.28 vs. 71.54 ± 8.79, p = 0.048; 79.38 ± 9.89 vs. 72.36 ± 8.19, p = 0.021; 84.26 ± 10.43 vs. 75.37 ± 10.02, p = 0.012; 91.18 ± 11.92 vs. 80.46 ± 11.24, p < 0.001). Before graduation, the AMQP group had significantly higher overall scores on the exit exam as well as instructor assessment scores than the traditional teaching group (92.46 ± 12.24 vs. 81.35 ± 11.25, p < 0.001; 92.53 ± 9.24 vs. 81.31 ± 12.39, p < 0.001, respectively) and had more publications (p = 0.019) and higher Eugene Creativity test scores (p < 0.01). Conclusion: The AMQP