学习风格与医学学生的倦怠之间的关联:阿尔法萨尔大学的一项研究
Saed Fawaz Raddawi1, Jarah Khaled Almutairy2, Aya Firas AlMousli3
1Saed Fawaz Raddawi, Medical Student, College of Medicine, Alfaisal University, Riyadh, Saudi Arabia.
Pakistan journal of medical sciences
|February 25, 2026
概括
避开式的学习风格预测医学生的倦怠,而协作式和参与式的学习风格提供了保护. 早期识别避开特征和适应性教学方法可以减轻学生的倦怠.
科学领域:
- 医学教育 医学教育
- 心理学 心理学 心理学
背景情况:
- 学生的倦怠是医学教育的一个重要问题.
- 了解影响倦怠的因素对于开发有效干预措施至关重要.
研究的目的:
- 调查医学本科生学习风格和倦怠之间的关系.
- 识别特定的学习风格偏好,可以预测或防止倦怠.
主要方法:
- 对161名医学本科生进行了横截面调查.
- 用奥尔登堡燃烧清单来评估燃烧情况.
- 学习风格使用格拉莎·赖克曼学习风格尺度进行评估.
- 采用多重线性回归分析来确定倦怠的预测因素.
主要成果:
- 避开式学习风格是完全倦怠的最强有力的预测因素 (β = 3.14).
- 协作式 (β = -1.32) 和参与式 (β = -1.89) 的学习风格显著缓冲了燃烧组件.
- 避开风格和倦怠之间的关联独立于性别.
- 女性报告的疲劳得分高于男性.
结论:
- 避开式的学习风格是医学学生燃烧的独立风险因素.
- 协作式和参与式的学习方式是防止倦怠的保护因素.
- 干预措施应侧重于选回避特征,促进参与和团队合作.
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