HOW GENDER, LEARNING ATTITUDES, AND TEACHING EVALUATION AFFECT LEARNING OUTCOMES IN MEDICAL STATISTICS: AN EMPIRICAL...

Medical statistics is a core competency for medical students, yet factors influencing learning outcomes remain understudied, particularly in resource-limited settings. This study examines how gender, learning attitudes, and teaching evaluations jointly shape learning outcomes in medical statistics education.

A cross-sectional study design was employed to conduct a questionnaire survey and performance analysis among 243 medical students at a medical college in Anhui Province. Single-factor analysis, Pearson correlation, and multiple linear regression models were used to examine the effects of gender, learning attitude, and teaching evaluations on performance.

The mean learning outcome score was 72.39±12.96. Female students demonstrated significantly better outcomes than males (74.23 vs. 60.67, p < 0.001). The total learning attitude score positively correlated with learning outcomes (r=0.192), with value judgment (r=0.208) and effort level (r=0.204) being significant contributors (both p<0.05). Multivariate regression identified female gender (β=0.349, 95% CI: 8.72-17.61), favorable course evaluations (β=0.137), and positive learning attitudes (β=0.147) as independent predictors of improved learning outcomes.

Gender differences, learning attitudes, and teaching evaluations collectively influence learning outcomes in medical statistics. Targeted interventions for male students and enhanced emphasis on course value recognition may improve educational effectiveness.