中华医学教育杂志

中华医学教育杂志 ›› 2021, Vol. 41 ›› Issue (12): 1067-1071.DOI: 10.3760/cma.j.cn115259-20210712-00877

• 医学教育管理 • 上一篇    下一篇

院校资源对临床医学生学业成就影响研究

李文卓1, 王维民2, 吴红斌3   

  1. 1航天中心医院 北京大学航天临床医学院教育处 100049;
    2北京大学医学部 全国医学教育发展中心 100191;
    3北京大学医学教育研究所 全国医学教育发展中心 100191
  • 收稿日期:2021-07-12 发布日期:2021-11-29
  • 通讯作者: 吴红斌, Email: wuhongbin@pku.edu.cn, 电话: 010-82805597
  • 基金资助:
    国家自然科学基金青年项目(71804005)

Research on the influence of college resources on academic achievement of medical students

Li Wenzhuo1, Wang Weimin2, Wu Hongbin3   

  1. 1Education Section, Aerospace Center Hospital & Peking University Aerospace School of Clinical Medicine, Beijing 100049, China;
    2Peking University Health Science Center & National Center for Health Professions Education Development, Beijing 100191, China;
    3Institute of Medical Education & National Center for Health Professions Education Development, Peking University, Beijing 100191, China
  • Received:2021-07-12 Published:2021-11-29
  • Contact: Wu Hongbin, Email: wuhongbin@pku.edu.cn, Tel: 0086-10-82805597
  • Supported by:
    National Natural Science Foundation Youth Project (71804005)

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摘要： 目的 分析院校资源对临床医学专业学生学业成就的影响。方法 基于教育部的院校资源数据和2019年《中国医学生培养与发展调查》数据,利用分层线性模型和多元线性回归模型,分析院校资源对临床医学专业学生学业成就的效应。结果 学生在科学和学术、临床能力、健康与社会、职业素养4个领域的学业成就评分分别为(2.84±1.84)分、(6.03±1.99)分、(4.33±2.05)分、(2.92±1.84)分。分层线性模型的零模型显示,仅临床能力领域需要进行分层分析;两水平模型显示,生均图书数能够显著增强内在动机对临床能力的效应(P=0.025)。多元线性模型结果显示,生师比对健康与社会(P=0.046)领域的学业成就有显著的负向效应;高级职称教师占比对健康与社会(P<0.01)和职业素养(P<0.01)领域的学业成就有显著的正向效应;生均图书数对科学和学术(P<0.01)、健康与社会(P<0.01)、职业素养(P=0.037)领域的学业成就有显著的正向效应;生均教学经费对各领域学业成就效应均不显著(均P>0.05)。结论 不同资源对临床医学专业学生学业成就的影响不同,且在学业成就的不同领域影响不同。

关键词: 临床医学, 医学生, 院校资源, 本科教育, 学业成就

Abstract: Objective To analyze the influence of college resources on the academic achievement of medical students. Methods Based on the college resources data provided by the Ministry of Education, and the academic achievement data collected from China Medical Students Survey (CMSS), Hierarchical Linear Model (HLM) and Multiple Linear Regression Model were used to analyze the effect of colleges resource indicators on the academic achievement of medical students in various fields. Results The scores of science and academia, clinical ability, health and social and professionalization were (2.84±1.84), (6.03±1.99), (4.33±2.05), (2.92±1.84), respectively. The zero model of HLM showed that hierarchical analysis was necessary only in the clinical ability domain; two-level model showed that the number of books per student could significantly enhance the effect of intrinsic motivation on clinical ability domain (P=0.025). Multiple Linear Regression Model showed that student-teacher ratio had significant negative effect on academic achievement in health and social domain (P=0.046); the proportion of teachers with senior professional titles had a significant positive effect on health and social (P<0.01) and professionalization (P<0.01) domains; The number of books per student had a significant positive effect on science and academia (P<0.01), health and society (P<0.01), and professionalization (P=0.037) domains; the teaching expenditure per student have no significant effect on academic achievement in each domains (all P>0.05). Conclusions Different resource indicators had different influences on the academic achievement of medical students, and the influences were different in various domains of academic achievement.

Key words: Clinical medicine, Medical student, College resources, Undergraduate education, Academic achievement

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