中华医学教育杂志

中华医学教育杂志 ›› 2022, Vol. 42 ›› Issue (11): 1024-1027.DOI: 10.3760/cma.j.cn115259-20220412-00464

• 临床教学 • 上一篇    下一篇

康复治疗相关专业学生对临床实习教学的满意度及其影响因素调查与分析

陆伟伟1, 张键1, 陈君1, 刘光华1, 黄怡茗1, 余情2   

  1. 1复旦大学附属中山医院康复医学科,上海 200032;
    2复旦大学附属中山医院教育处,上海 200032
  • 收稿日期:2022-04-12 出版日期:2022-11-01 发布日期:2022-10-28
  • 通讯作者: 余情, Email: yu.qing@zs-hospital.sh.cn
  • 基金资助:
    2021年度上海市教育科学研究一般项目(C2021002)

Current status and influencing factors of satisfaction with clinical teaching among interns in rehabilitation therapy-related majors

Lu Weiwei1, Zhang Jian1, Chen Jun1, Liu Guanghua1, Huang Yiming1, Yu Qing2   

  1. 1Department of Rehabilitation Medicine, Zhongshan Hospital Affiliated to Fudan University, Shanghai 200032, China;
    2Department of Education, Zhongshan Hospital Affiliated to Fudan University, Shanghai 200032, China
  • Received:2022-04-12 Online:2022-11-01 Published:2022-10-28
  • Contact: Yu Qing, Email: yu.qing@zs-hospital.sh.cn
  • Supported by:
    2021 Shanghai Educational Science Research General Project (C2021002)

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摘要： 目的 分析康复治疗相关专业学生对临床实习教学的满意度及其影响因素。方法 2021年6至12月,以2019至2021年毕业于本科院校的康复治疗相关专业学生为研究对象,采用自制问卷调查其对实习教学的满意度。采用多元线性回归模型分析实习学生教学满意度的影响因素。结果 共有100名受访者纳入本研究,其实习教学满意度评分为(65.64±18.74)分(满分100分)。多元线性回归模型结果显示,人文关怀(β=0.388,P<0.001)、教学互动(β=0.307,P<0.001)、专业认知(β=0.289,P<0.001)、教学管理(β=0.181,P<0.001)、工作量(β=0.094,P=0.012)、师资力量(β=0.092,P=0.031)与其实习教学满意度呈显著正相关,实习时间(β=-0.110,P=0.005)与其实习教学满意度呈显著负相关。结论 康复治疗相关专业实习学生对临床实习教学的满意度有待提高,人文关怀、教学互动、专业认知、教学管理、实习时间、工作量、师资力量均是其实习教学满意度的影响因素。可以通过强化人文关怀,提高教学质量和加强师资建设,提升对专业的认知度,制定合适的实习时间与合理的工作量,来提高康复治疗相关专业学生的实习教学满意度。

关键词: 康复治疗, 实习, 满意度, 影响因素

Abstract: Objective To analyze the level of satisfaction with clinical teaching among interns in rehabilitation therapy-related majors and its influencing factors. Methods From June to December 2021, undergraduate candidates with rehabilitation therapy-related majors graduated from 2019 to 2021 were selected as the research subjects, and an ad hoc questionnaire was developed and used to investigate their level of satisfaction with the clinical teaching. Multivariate linear regression model was used to analyze the influencing factors of satisfaction with clinical teaching. Results A total of 100 respondents were included in this study, and their level of satisfaction with clinical internship was scored (65.64±18.74) (out of 100). The results of multivariate linear regression model showed that humanistic care (β=0.388, P<0.001), teaching interaction (β=0.307, P<0.001), professional cognition (β=0.289, P<0.001), teaching management (β=0.181, P<0.001), interns' workload (β=0.094, P=0.012), faculty (β=0.092, P=0.031) were significantly positively correlated with satisfaction of clinical internship, whereas internship duration (β=-0.110, P=0.005) was negatively correlated with satisfaction. Conclusions The satisfaction of clinical teaching needs to be improved among rehabilitation therapy-related majors' interns. Humanistic care, teaching interaction, professional cognition, teaching management, internship duration, interns' workload and faculty are the influencing factors of satisfaction with clinical internship. Through strengthening humanistic care, improving the teaching quality and strengthening the construction of teachers, enhancing the recognition of the major, and formulating a suitable internship duration and reasonable workload, which are necessary to improve the satisfaction of clinical teaching for interns with rehabilitation therapy-related majors.

Key words: Rehabilitation therapy, Internship, Satisfaction, Influencing factors

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