CAJ | 학술논문

目的：对2003至2014年我国八年制医学专业教育研究成果进行系统分析，总结我国八年制医学教育的研究热点、趋势。方法借鉴Cochrane系统评价法，制定文献检索策略，并从中国生物医学文献数据库（CBM）、中国知网（CNKI）、万方数据知识服务平台和维普期刊资源整合服务平台检索相关文献，对纳入的文献进行质量评价，采用文献计量统计法和综合文献信息分析方法对797篇我国八年制医学专业教育研究文献进行研究。结果八年制医学教育研究的文献主要集中于4本期刊，研究范围涉及10个方面的内容，其中教育教学方法改革研究文献399篇，属于绝对的热点研究问题。在教育教学方法研究的文献中，主要集中在研究以问题为中心的教学方法。在关于课程设计的233篇研究文献中，仅有42篇文献进行了课程总体设计研究，研究者对于八年制医学教育课程设置中存在的问题认识趋同。仅有19篇文献讨论了八年制医学专业的培养目标，各校的培养目标缺乏共性。随着对八年制医学教育相关政策研究的开展，八年制医学教育标准制定开始受到重视。结论八年制医学专业教育研究中应进一步加强教育教学理论的研究，增加对更多国家和地区医学教育的比较研究，更为重要的是要加强教育标准的研究，尽快建立八年制医学专业的质量控制标准。
목적：대2003지2014년아국팔년제의학전업교육연구성과진행계통분석，총결아국팔년제의학교육적연구열점、추세。방법차감Cochrane계통평개법，제정문헌검색책략，병종중국생물의학문헌수거고（CBM）、중국지망（CNKI）、만방수거지식복무평태화유보기간자원정합복무평태검색상관문헌，대납입적문헌진행질량평개，채용문헌계량통계법화종합문헌신식분석방법대797편아국팔년제의학전업교육연구문헌진행연구。결과팔년제의학교육연구적문헌주요집중우4본기간，연구범위섭급10개방면적내용，기중교육교학방법개혁연구문헌399편，속우절대적열점연구문제。재교육교학방법연구적문헌중，주요집중재연구이문제위중심적교학방법。재관우과정설계적233편연구문헌중，부유42편문헌진행료과정총체설계연구，연구자대우팔년제의학교육과정설치중존재적문제인식추동。부유19편문헌토론료팔년제의학전업적배양목표，각교적배양목표결핍공성。수착대팔년제의학교육상관정책연구적개전，팔년제의학교육표준제정개시수도중시。결론팔년제의학전업교육연구중응진일보가강교육교학이론적연구，증가대경다국가화지구의학교육적비교연구，경위중요적시요가강교육표준적연구，진쾌건립팔년제의학전업적질량공제표준。
Objective In order to get the research focuses and trend of 8-year medical educa-tion program in China, articles on eight-year medical education program published from 2003 to 2014 have been analyzed. Method Using Cochrane Systematic evaluation method, 797 articles have been achieved from CMB, CNKI, WangFang and VIP. These papers were then analyzed with methods of bib-liometrics and content analysis. Result The articles on eight-year medical education program are mainly published on 4 journals. The publications focus on 10 domains. The domain of teaching method-ology is a hot research topic as 399 articles have discussed this domain. Most articles on teaching methodol-ogy focus on PBL, only a few papers discuss other teaching methods. In the 233 study on the curricu-lum design, only 42 papers have carried on the overall design course study and the researchers have the same opinion on the problems existing in eight-year program medical education curriculum. 19 articles have discussed the goal of eight-year medical education program. The goals of different schools' program are diverse. With the development of policy research, the eight-year medical educa-tion program education standards and accreditation are valued. Conclusion In the future, the research priorities should focus on pedagogy theories, the comparison to other nations' medical education system, and ed-ucation standards of eight-year medical education program.