Premium
Undergraduate medical academic performance is improved by scientific training
Author(s) -
Zhang Lili,
Zhang Wei,
Wu Chong,
Liu Zhongming,
Cai Yunfei,
Cao Xingguo,
He Yushan,
Liu Guoxiang,
Miao Hongming
Publication year - 2017
Publication title -
biochemistry and molecular biology education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.34
H-Index - 39
eISSN - 1539-3429
pISSN - 1470-8175
DOI - 10.1002/bmb.21051
Subject(s) - medical education , test (biology) , reading (process) , psychology , training (meteorology) , mathematics education , physiology , medicine , biology , paleontology , physics , meteorology , political science , law
The effect of scientific training on course learning in undergraduates is still controversial. In this study, we investigated the academic performance of undergraduate students with and without scientific training. The results show that scientific training improves students’ test scores in general medical courses, such as biochemistry and molecular biology, cell biology, physiology, and even English. We classified scientific training into four levels. We found that literature reading could significantly improve students’ test scores in general courses. Students who received scientific training carried out experiments more effectively and published articles performed better than their untrained counterparts in biochemistry and molecular biology examinations. The questionnaire survey demonstrated that the trained students were more confident of their course learning, and displayed more interest, motivation and capability in course learning. In summary, undergraduate academic performance is improved by scientific training. Our findings shed light on the novel strategies in the management of undergraduate education in the medical school. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(5):379–384, 2017.