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Abstract：
BACKGROUND: Medical knowledge regarding the pathophysiology, diagnosis and treatment of diseases is constantly evolving. To effectively incorporate these findings into professional practice, it is crucial that scientific competencies are a central component of medical education. This study seeks to analyse the current state of scientific education and students\' desires for integration into the curriculum.
METHODS: From October to December 2022, a survey was distributed at the Medical Faculty Dresden to all medical students from the 1st to 5th academic year (AY). The survey investigates current expectations of applying scientific competencies later in professional life, and the students were asked to self-assess various scientific skills and in relation to the National Competence Based Catalogue of Learning Objectives for Undergraduate Medical Education. The self-assessments were objectified through a competence test with ten multiple-choice questions. The desire for curricular teaching was inquired.
RESULTS: 860 students completed the survey. This corresponds to a response rate of 64%. In the 5th AY, approximately 80% of the participants stated that they expected to work with scientific literature on a daily to monthly basis in future professional life and to communicate corresponding scientific findings to patients. Only 30-40% of the 5th AY rate their scientific competencies as sufficient to do this appropriately. This corresponds with the self-assessed competencies that only slightly increased over the 5 AYs from 14.1 ± 11.7 to 21.3 ± 13.8 points (max. 52) and is also reflected in the competence test (1st AY 3.6 ± 1.75 vs. 5th AY 5.5 ± 1.68, max. 10 points). Half of the students in the 4th and 5th AYs were dissatisfied with the current teaching of scientific skills. The majority preferred the implementation of a science curriculum (56%), preferably as seminars dealing with topics such as literature research, analysis, and science communication.
CONCLUSIONS: The results show discrepancies between expectations of using scientific knowledge in everyday professional life, self-rated and objectively recorded competencies, and the current state of curricular teaching of scientific competencies. There is a strong need for adequate practical training, particularly in critical analyses of scientific literature, which enables the communication of scientific knowledge to patients.
METHODS: From October to December 2022, a survey was distributed at the Medical Faculty Dresden to all medical students from the 1st to 5th academic year (AY). The survey investigates current expectations of applying scientific competencies later in professional life, and the students were asked to self-assess various scientific skills and in relation to the National Competence Based Catalogue of Learning Objectives for Undergraduate Medical Education. The self-assessments were objectified through a competence test with ten multiple-choice questions. The desire for curricular teaching was inquired.
RESULTS: 860 students completed the survey. This corresponds to a response rate of 64%. In the 5th AY, approximately 80% of the participants stated that they expected to work with scientific literature on a daily to monthly basis in future professional life and to communicate corresponding scientific findings to patients. Only 30-40% of the 5th AY rate their scientific competencies as sufficient to do this appropriately. This corresponds with the self-assessed competencies that only slightly increased over the 5 AYs from 14.1 ± 11.7 to 21.3 ± 13.8 points (max. 52) and is also reflected in the competence test (1st AY 3.6 ± 1.75 vs. 5th AY 5.5 ± 1.68, max. 10 points). Half of the students in the 4th and 5th AYs were dissatisfied with the current teaching of scientific skills. The majority preferred the implementation of a science curriculum (56%), preferably as seminars dealing with topics such as literature research, analysis, and science communication.
CONCLUSIONS: The results show discrepancies between expectations of using scientific knowledge in everyday professional life, self-rated and objectively recorded competencies, and the current state of curricular teaching of scientific competencies. There is a strong need for adequate practical training, particularly in critical analyses of scientific literature, which enables the communication of scientific knowledge to patients.
摘要：
背景：关于病理生理学的医学知识，疾病的诊断和治疗是不断发展的。为了有效地将这些发现纳入专业实践，至关重要的是，科学能力是医学教育的核心组成部分。本研究旨在分析科学教育的现状和学生融入课程的愿望。
方法：从2022年10月至12月，在德累斯顿医学院向第一至第五学年（AY）的所有医学生分发了一项调查。该调查调查了在职业生涯后期应用科学能力的当前期望，并要求学生自我评估各种科学技能，并与基于国家能力的本科医学教育学习目标目录相关。自我评估是通过能力测试与十个多项选择题客观化的。有人询问了对课程教学的渴望。
结果：860名学生完成了调查。这对应于64%的响应率。在第五天，约80%的参与者表示,他们希望在未来的职业生涯中每天或每月都与科学文献合作,并将相应的科学发现传达给患者.5thAY中只有30-40％的人认为他们的科学能力足以适当地做到这一点。这与自我评估的能力相对应，该能力在5AYs中仅从14.1±11.7分略微增加到21.3±13.8分（最大值。52)，也反映在能力测试中(1stAY3.6±1.75vs.第5天5.5±1.68，最大。10分)。第四和第五届AYs的一半学生对当前的科学技能教学不满意。大多数人倾向于实施科学课程(56%)，最好是作为讨论文学研究等主题的研讨会，分析,科学传播。
结论：结果显示在日常职业生涯中使用科学知识的期望之间存在差异，自我评估和客观记录的能力，以及科学能力课程教学的现状。非常需要足够的实践培训，特别是在科学文献的批判性分析中，这使得科学知识能够与患者沟通。
方法：从2022年10月至12月，在德累斯顿医学院向第一至第五学年（AY）的所有医学生分发了一项调查。该调查调查了在职业生涯后期应用科学能力的当前期望，并要求学生自我评估各种科学技能，并与基于国家能力的本科医学教育学习目标目录相关。自我评估是通过能力测试与十个多项选择题客观化的。有人询问了对课程教学的渴望。
结果：860名学生完成了调查。这对应于64%的响应率。在第五天，约80%的参与者表示,他们希望在未来的职业生涯中每天或每月都与科学文献合作,并将相应的科学发现传达给患者.5thAY中只有30-40％的人认为他们的科学能力足以适当地做到这一点。这与自我评估的能力相对应，该能力在5AYs中仅从14.1±11.7分略微增加到21.3±13.8分（最大值。52)，也反映在能力测试中(1stAY3.6±1.75vs.第5天5.5±1.68，最大。10分)。第四和第五届AYs的一半学生对当前的科学技能教学不满意。大多数人倾向于实施科学课程(56%)，最好是作为讨论文学研究等主题的研讨会，分析,科学传播。
结论：结果显示在日常职业生涯中使用科学知识的期望之间存在差异，自我评估和客观记录的能力，以及科学能力课程教学的现状。非常需要足够的实践培训，特别是在科学文献的批判性分析中，这使得科学知识能够与患者沟通。
