Objective To understand the current status and influencing factors of medical students' cognition of laboratory biosafety education, and to provide scientific reference and suggestions for laboratory biosafety education in medical colleges and universities.

Methods Medical students who took the course of "Laboratory Biosafety" in double first-class universities from October to November 2023 were selected as the research subjects. Questionnaires were released by the Questionnaire Star platform to investigate the situation of laboratory biosafety education.

Results A total of 517 valid questionnaires were collected, 87.04% of the medical students supported the establishment of laboratory biosafety courses and made them compulsory, and the average score of mastery of biosafety knowledge was higher (5.75 points). 83.17% believed that the daily learning process of professional courses was the main source of knowledge (χ²=50.456, P<0.001), and 85.49% believed that the lack of real scenarios was the hindrance in the process of understanding knowledge (χ²=122.501, P<0.001). There was a correlation between whether or not one has received systematic biosafety training and the level of laboratory biosafety knowledge mastery among undergraduate and graduate students majoring in medicine (P<0.001), and it was obvious among medical graduate students (χ²=12.303, P<0.001).

Conclusion  Medical students had a positive attitude towards laboratory biosafety education and demonstrated a strong understanding of biosafety knowledge. Furthermore,  systematic training is the key factor for medical students to master biosafety knowledge.

1.孙丽翠, 姜永莉, 甄理, 等. 实验室生物危害分析及生物安全管理[J]. 质量安全与检验检测, 2023, 33(5): 46-49. [Sun LC, Jiang YL, Zhen L, et al. Biohazard analysis and biosafety management of laboratory[J]. Quality Safety Inspection and Testing, 2023, 33(5): 46-49.] https://www.cnki.com.cn/Article/CJFDTotal-XDSJ202305009.htm

2.王兰英, 王世贤, 王勇. 实验室生物安全[M]. 北京: 人民卫生出版社, 2010.

3.Normile D. Infectious diseases. Mounting lab accidents raise SARS fears[J]. Science, 2004, 304(5671): 659-661. DOI: 10.1126/science.304.5671.659.

4.汪洁英, 宁博, 景伟, 等. 布鲁氏菌病及其在我国的防控现状与建议[J]. 中国兽医科学, 2022, 52(12): 1578-1585. [Wang JY, Ning B, Jing W, et al. Research progress and suggestions regarding on the prevention and control of brucellosis in China: a review[J]. Chinese Veterinary Science, 2022, 52(12): 1578-1585.] DOI: 10.16656/j.issn. 1673-4696.2022.0203.

5.裴杰, 王秋灵, 薛庆节, 等. 实验室生物安全发展现状分析[J]. 实验室研究与探索, 2019, 38(9): 289-292. [Pei J, Wang QL, Xue QJ, et al. Analysis of status of biosafety in laboratory[J]. Research and Exploration in Laboratory, 2019, 38(9): 289-292.] DOI: 10.3969/j.issn.1006-7167.2019.09.064.

6.贺福初, 高福锁. 生物安全: 国防战略制高点[J]. 政工学刊, 2014, (6): 69-70. [He FC, Gao FS. Biosafety: the high ground of national defense strategy[J]. Political Work Journal, 2014, (6): 69-70.] DOI: 10.16296/j.cnki.zgxk 1979.2014.06.059.

7.孙佑海. 生物安全法: 国家生物安全的根本保障[J]. 环境保护, 2020, 48(22): 12-17. [Sun YH. Biosecurity law: the fundamental guarantee for national niosecurity[J]. Environmental Protection, 2020, 48(22): 12-17.] DOI: 10.14026/j.cnki.0253-9705.2020.22.003.

8.刘德英, 刘硕, 赵珏, 等. 高校生物安全实验室备案管理困境与机制研究[J]. 实验技术与管理, 2022, 39(11): 215-219. [Liu DY, Liu S, Zhao Y, et al. Research on dilemma and mechanism of filing management of biosafety laboratories in colleges and universities[J]. Experimental Technology and Management, 2022, 39(11): 215-219.] DOI: 10.16791/j.cnki.sjg.2022.11.038.

9.李运书, 徐健, 姜霞, 等. 医学生对实验室生物安全认知情况调查[J]. 中国感染控制杂志, 2017, 16(1): 73-77. [Li YS, Xu J, Jiang X, et al. Medical students' cognition on laboratory biosafety[J]. Chinese Journal of Infection Control, 2017, 16(1): 73-77.] DOI: 10.3969/j.issn.1671-9638.2017.01.017.

10.程酌, 石玉琴, 方灿, 等. 高校实验室安全与学生认知情况的现况分析[J]. 科教导刊, 2016, (29): 190-192. [Cheng Z, Shi YQ, Fang C, et al. Analysis on the current situation of university laboratory safety and students cognition[J]. The Guide of Science & Education, 2016, (29): 190-192.] DOI: 10.16400/j.cnki.kjdkz.2016.10.089.

11.张才军, 刘云霞, 李洱花. 本科生生物安全知识认知调查与提升策略—以昆明医科大学为例[J]. 教育教学论坛, 2023, (6): 34-37. [Zhang CJ, Liu YX, Li EH. Investigation and promotion strategy of biosafety knowledge cognition among undergraduates: taking Kunming Medical University as an example[J]. Education and Teaching Forum, 2023, (6): 34-37.] https://qikan.cqvip.com/Qikan/Article/Detail?id=7109080221

12.章先, 王继璇, 于晓虹, 等. 依托病原生物学实验培养医学生生物安全意识路径探析[J]. 基础医学教育, 2023, 25(3): 214-218. [Zhang X, Wang JX, Yu  XH, et al. Discussion on the path to raising medical students' biosafety awareness based on pathogenic biology experiments[J]. Basic Medical Education, 2023, 25(3): 214-218.] DOI: 10.13754/j.issn2095-1450.2023.03.09.

13.Pekdağ B. Video-based instruction on safety rules in the chemistry laboratory: its effect on student achievement[J]. Chem Educ Res Pract, 2020, 21(3): 953-968. DOI: 10.1039/D0RP00088D.

14.Matson ML, Fitzgerald JP, Lin S. Creating customized, relevant, and engaging laboratory safety videos[J]. Journal of Chemical Education, 2007, 84(10): 1727. DOI: 10.1021/ed084p1727.

15.Carr JM, Carr JM. What can students learn about lab safety from Mr. Bean?[J]. Journal of College Science Teaching, 2016, 45(6). DOI: 10.2505/4/jcst16_045_06_32.

16.余佳霖, 马红亮. 虚拟现实技术在实验室安全教育中的应用效果研究—基于柯氏评估模型的实证分析[J]. 信阳师范学院学报(哲学社会科学版), 2021, 41(5): 68-73, 82. [Yu JL, Ma HL. Performance evaluation of virtual reality application in laboratory safety education:—based on Kirkpatrick model[J]. Journal of Xinyang Normal University (Philosophy and Social Sciences Edition), 2021, 41(5): 68-73, 82.] DOI: 10.3969/j.issn.1003-0964.2021.05.011.

17.孙琳. 新形势下病原生物学实验室生物安全教育模式的思考[J]. 继续医学教育, 2023, 37(9): 153-156. [Sun  L. Thoughts on the biological safety education model in pathogen biology laboratories under the new situation[J]. Continuing Medical Education, 2023, 37(9): 153-156.] DOI: 10.3969/j.issn.1004-6763.2023.09.039.