探讨大学生创新创业训练计划项目对上海交通大学医学院医学检验技术专业学生能力培养的作用及影响学生对“大创”投入的因素。

对2017-2021学年参与“大创”且顺利结题的216名学生进行问卷调查，有效回收193份问卷，问卷内容主要涉及学生对“大创”的投入度，影响学生投入“大创”的因素，以及“大创”对学生能力培养和就业方面的作用。根据学生是否推免，将2017-2021学年262位学生分为“推免生”和“非推免生”，比较两者在各自组中担任“大创”项目组长的占比，并比较作为组长在各自组中成功申请国家级或上海市级“大创”项目立项的占比。根据“大创”是否结题比较学生的毕业论文成绩，并将国家级或上海市级项目组的学生毕业论文成绩与非结题组进行比较。对担任组长或“大创”有论文发表的10位学生进行线上访谈。

通过193份问卷调查显示学生对于“大创”有助于学生能力的培养是认可的，特别是自我学习能力（4.02±0.83）、团队合作能力（3.98±0.81）和沟通协调能力（3.96±0.85）。影响学生投入“大创”的主要原因为学业压力（114，59.07%）、专业能力不足（96，49.74%）、学术氛围不强烈（67，34.72%）。有论文发表的“大创”利于学生就业（t=3.78，P＜0.05）。根据是否推免将262位学生分为“推免生”61人和“非推免生”201人，“推免生”（23，37.70%）较“非推免生”（25，12.44%）在各自组中更多的担任了“大创”组长一职，差异有统计学意义（P＜0.001）。此外，“推免生”带队的“大创”小组与“非推免生”带队的“大创”小组相比，获得国家级或上海市级立项的占比更高，分别为34.78%、16%，但尚未达到统计学意义（P=0.13）。将262位学生根据参与的“大创”课题是否结题，分为两组，比较两者的毕业论文的成绩，发现差异无统计学意义（t=0.91，P=0.37），但进一步分析显示国家级或上海市级立项的“大创”项目，其小组成员的毕业论文成绩高于非结题组，且差异有统计学意义（t=2.69，P＜0.05；t=2.93，P＜0.05）。

“大创”项目有利于学生能力的培养，高质量完成“大创”项目利于学生就业。影响学生投入“大创”的主要因素为学业压力、专业能力不足和学术氛围不强烈。

To explore the effect of College Students' Innovation and Entrepreneurship Training Program (CSIETP) on the ability training of the students majoring in medical laboratory technology at Shanghai Jiao Tong University School of Medicine, and the factors that influence the students' efforts in CSIETP.

A questionnaire survey was conducted among 216 students who participated in CSIETP and successfully completed the CSIETP from 2017 to 2021, and 193 questionnaires were effectively recovered. The content of the questionnaire mainly included the students' efforts in CSIETP, the factors affecting students' motivation, and the role of CSIETP in the cultivation of students' ability and their job hunting in the future. According to whether the students were admitted as postgraduate students free for entrance exams or not, 262 students from 2017 to 2021 were divided into two groups, and the proportion of the two groups as team leaders in their respective groups was compared. The proportion of the team leaders who successfully applied for national or Shanghai-level CSIETP projects in their respective groups were compared. Students' graduation thesis scores were also compared according to whether their CSIETP project had been completed, and the students' graduation thesis scores of the respective national or Shanghai-level project teams were compared with those of the ordinary teams. The online interviews with 10 students who acted as team leaders or had the publication of papers were conducted.

Based on the 193 questionnaires, it was showed that the students recognized that CSIETP was helpful for the cultivation of students' abilities, especially the self-learning ability (4.02±0.83), the teamwork spirit (3.98±0.81), and capability of communication and coordination (3.96±0.85). The main factors that affected students' investment in CSIETP were obligatory courses (114, 59.07%), insufficient professional ability (96, 49.74%), and weak academic atmospheres (67, 34.72%). When the students carried out CSIETP, the publication of papers was conducive to their job hunting (t=3.78, P＜0.05). The 262 students were divided into 61 students who were admitted as postgraduate students free for entrance exams and 201 other students. The statistics showed that more students in the former group in their respective teams served as the leader (P＜0.001). In addition, compared with the teams lead by the students in the latter group, the teams lead by the students in the former group had a higher proportion of national or Shanghai-level projects, (16% and 34.78 % respectively), even without statistical significance (P=0.13). The 262 students were divided into two groups according to whether the CSIETP project they participated in was completed, and the results of the graduation thesis of the two groups were compared, and the significant difference was not found (t=0.91, P=0.37), but further analysis showed that in the CSIETP project of national or Shanghai-level subjects, the graduation thesis scores of the team members were higher than those of the non-successful completion team with statistical significance (t=2.69, P＜0.05; t=2.93, P＜0.05).

The CSIETP is conducive to the improvement of students' ability, and the high-quality completion of the CSIETP project contributes to students' competitiveness when applying for a job. The main factors that affected students' investment in CSIETP were obligatory courses , insufficient professional ability and weak academic atmospheres.