中国的一项多中心横截面研究揭示了医学学生的成绩与他们对学习环境的看法之间的内在关系
Runzhi Huang1,2, Weijin Qian3, Sujie Xie1,2
1Department of Burn Surgery, the First Affiliated Hospital of Naval Medical University, No. 168 Changhai Road, Yangpu District, Shanghai, 200433, People's Republic of China.
BMC medical education
|August 1, 2024
概括
医学学生对学习环境的看法因年级而异. 三年级和四年级的学生报告了更多的负面经历,强调了改善医学院学习环境 (MSLE) 的有针对性的干预措施的需要.
科学领域:
- 医学教育研究 医学教育研究
- 学生的心理健康在学生的心理健康.
- 学术发展学术发展
背景情况:
- 医学院的学习环境 (MSLE) 显著影响学生的福祉和学术成功.
- 学生对MSLE的看法在学年之间有所不同,需要对每年级进行特定调查.
研究的目的:
- 调查学生年级水平对医学院学习环境感知的具体影响.
- 分析不同学年如何与对MSLE的不同看法相关.
主要方法:
- 利用约翰霍普金斯学习环境量表 (JHLES) 对12所中国大学的10,901名医学学生进行了测试.
- 采用单变量分析 (皮尔森奇方位,韦尔奇ANOVA) 和多变量后勤回归来评估年级层面的影响.
- 构建了一个名图来预测低JHLES分数的概率.
主要成果:
- 在JHLES类别中,在各等级中观察到显著的差异 (p < 0.001).
- 与新生相比,三年级和四年级的学生报告了更多的负面看法 (分别为OR=1.470,p < 0.001和OR=1.578,p < 0.001).
- 一个名图显示了低JHLES分数的有希望的预测模型 (AUC=0.627).
结论:
- 学生的年级水平是影响MSLE感知的重要因素.
- 感知在第三和第四年恶化,可能是由于课程或环境变化.
- 需要紧急,有针对性的干预措施来增强医学学生的学习环境.
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