中华医学教育杂志

中华医学教育杂志 ›› 2025, Vol. 45 ›› Issue (1): 38-43.DOI: 10.3760/cma.j.cn115259-20230919-00271

• 心理健康教育 • 上一篇    下一篇

医学生学习信念、专业认同和学习满意度与学习收获的关系研究

武瑞燕1, 张苗2, 周晴3, 朱俊勇4, 燕虹5, 刘晴5   

  1. 1武汉大学2022级流行病与卫生统计学专业硕士研究生,武汉 430071;
    2武汉大学2020级流行病与卫生统计学专业硕士研究生,武汉 430071;
    3武汉大学2021级流行病与卫生统计学专业硕士研究生,武汉 430071;
    4武汉大学公共卫生学院,武汉 430071;
    5武汉大学公共卫生学院流行病与卫生统计学系,武汉 430071
  • 收稿日期:2023-09-19 出版日期:2025-01-01 发布日期:2025-01-03
  • 通讯作者: 刘晴, Email: liuqing@whu.edu.cn

A research on the correlations among learning belief, professional identity, learning satisfaction and learning outcome of medical students

Wu Ruiyan1, Zhang Miao2, Zhou Qing3, Zhu Junyong4, Yan Hong5, Liu Qing5   

  1. 1Master Candidate, Epidemiology and Health Statistics, Enrolled in 2022, Wuhan University, Wuhan 430071, China;
    2Master Candidate, Epidemiology and Health Statistics, Enrolled in 2020, Wuhan University, Wuhan 430071, China;
    3Master Candidate, Epidemiology and Health Statistics, Enrolled in 2021, Wuhan University, Wuhan 430071, China;
    4School of Public Health, Wuhan University, Wuhan 430071, China;
    5Department of Epidemiology and Health Statistics, School of Public Health, Wuhan University, Wuhan 430071, China
  • Received:2023-09-19 Online:2025-01-01 Published:2025-01-03
  • Contact: Liu Qing, Email: liuqing@whu.edu.cn

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摘要： 目的 探讨医学生学习信念、专业认同和学习满意度与学习收获的相关性。方法 2021年10月至2023年4月,采用整群抽样方法选择武汉大学240名医学生为研究对象,就其的学习信念、专业认同、学习满意度和学习收获进行横断面调查,采用Pearson相关分析探究各潜变量间的相关性,进一步假设其作用路径,并使用结构方程模型验证。结果 医学生学习信念、专业认同、学习满意度和学习收获评分分别为 (137.41±15.62)分、(120.14±16.54)分、(64.13±10.16)分和(57.31±7.99)分,各变量间均呈显著正相关 (r=0.50~0.68,均P<0.05)。学习信念和专业认同均对学习收获存在直接正向作用(学习信念:β＝0.63,P<0.001;专业认同:β=0.30,P=0.007),专业认同通过学习信念对学习收获存在间接正向作用 (β=0.50,P＜0.001),学习满意度通过专业认同对学习收获存在间接正向作用 (β=0.64,P＜0.001)。结论 学习信念和专业认同会直接影响学习收获,学习满意度会通过专业认同间接影响学习收获。   

关键词: 学生,医科, 学习信念, 专业认同, 学习满意度, 学习收获

Abstract: Objective To explore the correlations among learning belief, professional identity, learning satisfaction and learning outcome of medical students. Methods From October 2021 to April 2023, 240 medical students from Wuhan University were selected as the research subjects by cluster sampling method, and a cross-sectional survey was conducted on their learning belief, professional identity, learning satisfaction and learning outcome. Pearson correlation analysis was used to explore the correlation between potential variables, further assuming their action paths, and verifying them by structural equation modeling. Results The scores of learning belief, professional identity, learning satisfaction and learning outcome of medical students were (137.41±15.62), (120.14±16.54), (64.13±10.16), and (57.31±7.99), respectively, with significant positive correlations among the variables (r = 0.50~0.68, all P<0.05). Learning belief (β= 0.63, P<0.001) and professional identity (β=0.30, P=0.007) had direct positive effects on learning outcome, professional identity had an indirect positive effect (β=0.50, P<0.001) on learning outcome through learning belief, and learning satisfaction had an indirect positive effect (β= 0.64, P<0.001) on learning outcome through professional identity. Conclusions Learning belief and professional identity have direct positive effects on learning outcome, and learning satisfaction has an indirect positive effect on learning outcome.    

Key words: Students, medical, Learning belief, Professional identity, Learning satisfaction, Learning outcome

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