中华医学教育杂志

中华医学教育杂志 ›› 2022, Vol. 42 ›› Issue (8): 692-696.DOI: 10.3760/cma.j.cn115259-20211217-01544

• 人才培养模式 • 上一篇    下一篇

基于结构方程模型的医学生职业素养影响因素分析

郑东泽1, 吴承宇1, 王美瑜1, 林婷婷1, 韩昊1, 杨桂涛2, 邱秀华3   

  1. 1汕头大学医学院2017级五年制临床医学专业,汕头 515041;
    2中山大学附属第一医院,广州 510080;
    3汕头大学医学院教务处,汕头 515041
  • 收稿日期:2021-12-17 发布日期:2022-08-01
  • 通讯作者: 邱秀华, Email: qiuxh@stu.edu.cn
  • 基金资助:
    2020大学生创新创业训练计划(S202010560127);广东省临床教学基地教学改革研究项目(2019JD107)

Analysis of influencing factors on medical students' professionalism development based on a structural equation model

Zheng Dongze1, Wu Chengyu1, Wang Meiyu1, Lin Tingting1, Han Hao1, Yang Guitao2, Qiu Xiuhua3   

  1. 1Five-year Program of Clinical Medicine, Enrolled in 2017, Shantou University Medical College, Shantou 515041, China;
    2The First Affiliated Hospital of Sun Yat-sen University, Guangzhou 510080, China;
    3Educational Administration Office, Shantou University Medical College, Shantou 515041, China
  • Received:2021-12-17 Published:2022-08-01
  • Contact: Qiu Xiuhua, Email: qiuxh@stu.edu.cn
  • Supported by:
    Project of University Students' Innovation Training Plan in Guangdong in 2020 (S202010560127); Teaching Reform Project of Clinical Teaching Bases in Guangdong Province (2019JD107)

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摘要： 目的 基于结构方程模型分析医学生职业素养影响因素,以期为促进医学生职业素养发展提供参考。方法 选取汕头大学医学院2015至2019级临床医学、护理学和口腔医学专业606名本科生为研究对象,采用问卷调查方法调查影响其职业素养发展水平自我认知的因素,并采用IBM SPSS 26.0和AMOS 24.0进行分析并构建结构方程模型。结果 课程满意度、朋辈交流、自我效能感、临床实践、教师素质、社会环境评价和学业负担等7个维度的得分分别为(50.28±7.26)分、(28.53±3.78)分、(15.53±2.88)分、(35.30±4.63)分、(35.04±4.73)分、(10.72±4.08)分和(18.75±4.40)分。课程满意度(β=0.36,P＜0.001)、朋辈交流(β=0.36,P＜0.001)、自我效能感(β=0.18,P=0.002)和临床实践(β=0.13,P=0.011)4项为医学生职业素养的直接正向影响因素;教师素质(β=0.30,P＜0.001)以课程满意度和临床实践为中介因素起间接正向作用;社会环境评价(β=-0.16,P＜0.001)以朋辈交流和课程满意度为中介因素起间接负向作用;学业负担(β=-0.09,P＜0.001)以自我效能感和朋辈交流为中介因素起间接负向作用。结论 课程满意度、朋辈交流、自我效能感和临床实践为医学生职业素养的直接正向影响因素;教师素质为间接正向影响因素;社会环境评价和学业负担为间接负向影响因素。以7个影响因素之间的作用路径为依据进行教学改革,可以促进医学生职业素养发展。

关键词: 医学生, 职业素养, 影响因素, 结构方程模型

Abstract: Objective To explore and evaluate the influencing factors on medical students' professionalism development based on a structural equation model so as to advance the professionalism development of medical students. Methods A total of 606 undergraduates majoring in clinical medicine, nursing and stomatology from 2015 to 2019 in Shantou University Medical School were selected as the research objects to identify seven influencing factors on self-perception of professionalism development. IBM SPSS 26.0 and AMOS 24.0 were used for data analysis and model construction. Results The scores of curriculum satisfaction, peers' communication, self-efficacy, clinical practice, teachers' professionalism, social environment assessment and academic burden were (50.28±7.26), (28.53±3.78), (15.53±2.88), (35.30±4.63), (35.04±4.73), (10.72±4.08) and (18.75±4.40) respectively. Curriculum satisfaction (β=0.36,P＜0.001),peers' communication (β=0.36,P＜0.001), self-efficacy(β=0.18,P=0.002) and clinical practice (β=0.13,P=0.011) are the direct positive influence factors to medical students' professionalism. Teachers' professionalism (β=0.30,P＜0.001) plays an indirect positive role through mediating factors of curriculum satisfaction and clinical practice. Social environment assessment (β=-0.16,P＜0.001) plays an indirect negative role through the mediating factors of peer communication and curriculum satisfaction. Academic burden (β=-0.09,P＜0.001) plays an indirect negative role through the mediating factors of self-efficacy and peer communication. Conclusions Course satisfaction, peer communication, self-efficacy and clinical practice are the direct and positive influencing factors of medical students' professionalism; teacher quality is the indirect positive influencing factor; social environment evaluation and academic burden are indirect negative influencing factors. Implementing reform measuresaccording to the role path of the 7 influencing factors in this study, can promote medical students' professionalism.

Key words: Students,Medical, Professionalism, Influencing factors, Structural equation model

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