中华医学教育杂志

中华医学教育杂志 ›› 2022, Vol. 42 ›› Issue (5): 400-404.DOI: 10.3760/cma.j.cn115259-20210907-01133

• 医学教育管理 • 上一篇    下一篇

学生辅导对临床医学专业本科生发展成就的影响研究

杨雨晨1, 叶晓阳2, 吴红斌3   

  1. 1四川大学匹兹堡学院学生事务办公室,成都 610207;
    2布朗大学安纳伯格研究所,普罗维斯登 02912;
    3北京大学医学教育研究所 全国医学教育发展中心,北京 100191
  • 收稿日期:2021-09-07 出版日期:2022-05-01 发布日期:2022-04-28
  • 通讯作者: 吴红斌, Email: wuhongbin@pku.edu.cn
  • 基金资助:
    北京大学医学部学科建设项目(BMU2021YJ011);国家自然科学基金项目(72174013)

Impacts of student advising on development of undergraduates from the program of clinical medicine

Yang Yuchen1, Ye Xiaoyang2, Wu Hongbin3   

  1. 1Student Affairs Department, Sichuan University-Pittsburgh Institute, Chengdu 610207, China;
    2Annenberg Institute, Brown University, Providence 02912, United States;
    3Institute of Medical Education, Peking University, Beijing 100191,China
  • Received:2021-09-07 Online:2022-05-01 Published:2022-04-28
  • Contact: Wu Hongbin, Email: wuhongbin@pku.edu.cn
  • Supported by:
    Discipline Construction Project Health Science Center, Peking University (BMU2021YJ011); National Natural Science Foundation of China (72174013)

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摘要： 目的 通过了解学生辅导对临床医学专业本科生发展成就的影响,从而全面评估学生辅导在医学生发展中的作用。方法 采用2020年中国医学生培养与发展调查数据,运用工具变量法以修正选择性偏差,分析学生辅导对临床医学专业本科生认知、非认知能力的影响,并通过分样本回归探究这一影响在不同人口特征、家庭背景、入学前经历的学生群体中的异质效应。结果 学生辅导对临床医学专业本科生的专业兴趣(β=1.06)、从医意愿(β=0.391)、学习主动性(β=0.405)、自我效能(β=0.267)和综合测评排名(β=0.061)都有显著的积极影响。分样本回归分析进一步揭示出学生辅导的双重效应:一方面,有更充足入学前相关准备或家庭支持的学生总体来说从学生辅导中获益更多,并主要体现在学业成绩上;另一方面,在家庭条件、入学前教育等方面相对缺乏支持的学生更容易在从医意愿、专业兴趣等非学术方面受到影响。结论 学生辅导对临床医学专业本科生的发展有积极影响,并在不同群体中效应有所差异,应当重视学生辅导的作用,完善学生辅导的机制,实现精准帮扶。

关键词: 临床医学, 学生辅导, 学生发展, 影响

Abstract: Objective This study provided overall evaluation on the effects of student advising by surveying how advising influences medical students' development in cognitive and non-cognitive capacity. Methods The data from China medical student survey 2020 that investigated medical undergraduate in China. Instrumental variable approach is used to identify the effects on students' cognitive and non-cognitive capacity development and sub-sample regression was applied to examine the heterogeneity treatment effects on different demographic features, family backgrounds and pre-college experience. Results Statistically significant effects of student advising satisfaction on students' academic interests (β=1.06), intention of medical career(β=0.391), engagement(β=0.405), self-efficacy(β=0.267) and performance ranking (β=0.061)were found. A closer scrutinization of the coefficients showed more significant impacts on students' non-cognitive capacity development. On the whole, students with pre-college experience or family support were benefited more from advising in terms of academic outcomes. On the other hand, disadvantaged students appeared to gain more in non-academic field such as vocational intention and subject interests. Conclusions Student advising has a positive impact on the development of medical undergraduates with heterogeneous effects. Attention should be paid to student advising by optimizing the functioning mechanism and targeted measures.

Key words: Clinical medicine, Student advising, Student development, Impact

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