中华医学教育杂志

中华医学教育杂志 ›› 2022, Vol. 42 ›› Issue (3): 224-227.DOI: 10.3760/cma.j.cn115259-20210727-00937

• 心理健康教育 • 上一篇    下一篇

基础医学专业本科生专业认同度现状及其影响因素分析

路晨琳1, 郭红1, 何津岩2, 李晓霞1   

  1. 1天津医科大学基础医学院病原生物学系,天津 300070;
    2天津医科大学教务处,天津 300070
  • 收稿日期:2021-07-27 出版日期:2022-03-01 发布日期:2022-02-23
  • 通讯作者: 李晓霞, Email: lixx@tmu.edu.cn
  • 基金资助:
    天津市教学委员会教学成果奖重点培养项目(PYGJ-010);天津市普通高等学校本科教学质量与教学改革研究计划重点项目(A201006201);教育部产学合作协同育人项目(202002056038)

Current status and analysis of influencing factors on major recognition by undergraduates of basic medicine

Lu Chenlin1, Guo Hong1, He Jinyan2, Li Xiaoxia1   

  1. 1Department of Pathogenic Biology, School of Basic Medicine, Tianjin Medical University, Tianjin 300070, China;
    2Academic Affairs Office of Tianjin Medical University, Tianjin 300070, China
  • Received:2021-07-27 Online:2022-03-01 Published:2022-02-23
  • Contact: Li Xiaoxia, Email: lixx@tmu.edu.cn
  • Supported by:
    Key Cultivation Project of Teaching Achievement Award of Tianjin Teaching Committee (PYGJ-010) ; Key Project of Tianjin University Undergraduate Teaching Quality and Teaching Reform Research Program(A201006201); Industry-school Cooperative Education Project of the Ministry of Education(202002056038)

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摘要： 目的 分析基础医学专业本科生专业认同度现状及其影响因素。方法 2020年4月,采用高校学生专业认同度量表对全国23所高校的2 140名基础医学专业本科生进行问卷调查,采用非参数检验和有序变量的累积logistic回归分析等方法分析相关数据。结果 基础医学专业本科生的专业认同度评分为117.0(26.0)分。学习成绩为及格的医学生专业认同度是学习成绩为优秀医学生的0.198倍(OR=0.198,95%CI=0.079~0.495);三年级医学生的专业认同度是一年级医学生的0.284倍(OR=0.284,95%CI=0.121~0.665);根据父母意愿选择专业的医学生的专业认同度是自主选择意愿医学生的0.101倍(OR=0.101,95%CI=0.037~0.278),来自城市的医学生的专业认同度是来自农村医学生的2.511倍(OR=2.511,95%CI=1.204~5.233),独立医学院校医学生的专业认同度是综合性大学医学生的0.385倍(OR=0.385,95%CI=0.169~0.881)。结论 基础医学专业本科生的专业认同度处于中等偏上水平,学习成绩、年级和专业意愿选择等是影响基础医学专业本科生专业认同度的重要因素,独立医学院校医学生的专业认同度低于综合性大学。医学生专业认同度的提升需要给予高年级、农村地区等医学生更多的帮助与关注,同时需要学校、社会和家庭的多方面努力。

关键词: 基础医学专业, 专业认同度, 本科生, 影响因素

Abstract: Objective To review the current status and analyze the influencing factors on major recognition by undergraduates of basic medicine. Methods In April 2020, a questionnaire survey was conducted among 2 140 undergraduates majoring in basic medicine from 23 colleges and universities in China based on the Major Identity Scale of College Students. The data were analyzed by non-parametric test and cumulative logistic regression analysis of ordered variables. Results The score of major identification of basic medical undergraduates contains 117.0(26.0) points. The degree of professional identity of medical students with passing grades was 0.198 times higher than that of excellent grades (OR=0.198,95%CI=0.079~0.495);The degree of professional identity of the third grade medical students was 0.284 times higher than that of the first grade medical students (OR=0.284, 95%CI=0.121~0.665);The degree of professional identity of medical students majoring in basic medicine who choose their major according to their parents' intention is 0.101 times higher than that of medical students who choose their major independently (OR=0.101, 95%CI=0.037~0.278). The degree of professional identity of medical students from cities is 2.511 times higher than that of medical students from rural areas (OR=2.511, 95%CI=1.204~5.233).The degree of professional identity of medical students in independent medical colleges was 0.385 times that of medical students in medical colleges of universities (OR=0.385, 95%CI=0.169~0.881). Conclusions The degree of professional recognition of undergraduates majoring in basic medicine is above middle level. Academic performance, grade and professional intention selection are the important factors affecting the degree of professional recognition of undergraduates majoring in basic medicine. The degree of professional recognition of medical students in independent medical colleges is lower than that in comprehensive universities. It is necessary to pay more attention to senior students and the students from rural areas combined with support from society and family to improve medical students' professional identity.

Key words: Basic medicine, Degree of professional recognition, Undergraduates, Influence factor

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