中华医学教育杂志

中华医学教育杂志 ›› 2026, Vol. 46 ›› Issue (9): 678-683.DOI: 10.3760/cma.j.cn115259-20250722-00817

• 教学方法 • 上一篇    下一篇

医学整合课程中的同伴学习对医学生学习体验与能力发展的影响研究

吴靖楠1, 陈丽桐1, 黄政文1, 刘锐凯1, 辛岗2   

  1. 1汕头大学医学院2021级精神医学专业学生,汕头 515041;
    2汕头大学医学院教师成长中心,汕头 515041
  • 收稿日期:2025-07-22 发布日期:2026-08-31
  • 通讯作者: 辛岗, Email: gxin@stu.edu.cn
  • 基金资助:
    2023年度广东省高等教育教学改革项目(662);2023年广东省大学生创新创业训练计划(S202310560143)

A study on the impact of peer learning in the medical integration course on medical students′ learning experiences and ability development

Wu Jingnan1, Chen Litong1, Huang Zhengwen1, Liu Ruikai1, Xin Gang2   

  1. 1Psychiatry Major, Enrolled in 2021, Shantou University Medical College, Shantou 515041, China;
    2Faculty Development Center, Shantou University Medical College, Shantou 515041, China
  • Received:2025-07-22 Published:2026-08-31
  • Contact: Xin Gang, Email: gxin@stu.edu.cn

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摘要： 目的 探究医学整合课程背景下同伴辅助学习(peer-assisted learning,PAL)对学生学习体验与能力发展的多维影响,为高校优化系统整合教学方式提供参考依据。方法 采用混合式研究方法。基于汕头大学医学院系统整合教学模式,于2023年5月至2024年5月,以汕头大学医学院2021—2023级临床医学专业86名本科学生为研究对象,对学生参与PAL的反应、学习、行为、成果维度进行问卷调查。采用Wilcoxon符号秩检验等方法进行统计学分析。在问卷调查结果的基础上,选取10名学生作为访谈对象,围绕系统整合课程大背景下PAL对其能力发展的影响开展半结构化焦点小组访谈。访谈内容采用NVivo进行编码分析,采用主题框架分析法进行资料整理和主题提炼。结果 反应维度方面,对PAL感到比较满意和非常满意的学生共有84名(97.7%)。在其他3个维度上,学生参与PAL后的评分均高于参与前的回顾性自评,如学习维度4.32(3.97,4.93)分比3.18(2.64,3.75)分,行为维度4.75(4.00,5.00)分比3.50(3.00,4.00)分,成果维度4.80(4.20,5.00)分比3.80(3.00,4.40)分,其差异均具有统计学意义(均P＜0.001)。从访谈结果中提炼出PAL促进系统整合模式的理解和适应、促进多维度发展、促进学习行为的积极转变、多种优势4个主题。结论 PAL有助于提升医学生的学习体验并促进其能力发展,在培养医学生思维能力、提升自主学习积极性等方面优势突出,可以作为系统整合教学的重要补充。

关键词: 教育,医学,本科, 同伴辅助学习, 能力发展评价, 问卷调查, 焦点小组访谈

Abstract: Objective To explore the multi-dimensional impacts of peer-assisted learning (PAL) in the context of medical integration courses on students′ learning experiences and ability development, and to provide a reference for universities to optimize the systematic integrated teaching methods. Methods A mixed-method research approach was adopted. Based on the systematic integrated teaching model of Shantou University Medical College, from May 2023 to May 2024, 86 undergraduate students from the clinical medicine program of Shantou University Medical College (2021-2023 intakes) were selected as the research subjects. Questionnaire surveys were conducted on students′ reaction, learning, behavior, and outcome dimensions. Statistical analysis was performed using the Wilcoxon signed-rank test. Based on the questionnaire survey results, 10 students were selected for semi-structured focus group interviews regarding the impact of PAL on their ability development within the systematic integrated course. The interview data were coded using NVivo and analyzed using thematic framework analysis. Results In the reaction dimension, 84 (97.7%) students were satisfied or very satisfied with PAL. In the other three dimensions, post-PAL scores were higher than those in the retrospective self-assessments before PAL, with scores for learning 4.32 (3.97, 4.93) vs. 3.18 (2.64, 3.75), for behavior 4.75 (4.00, 5.00) vs. 3.50 (3.00, 4.00), for outcome 4.80 (4.20, 5.00) vs. 3.80 (3.00, 4.40), all P<0.001. Four themes were extracted from the interviews: PAL promotes understanding and adaptation of the systematic integrated model, promotes multi-dimensional development, promotes positive changes in learning behaviors, and offers multiple advantages. Conclusions PAL helps improve medical students′ learning experiences and promotes their abilities. It has prominent advantages in cultivating students′ thinking ability and enhancing their enthusiasm for autonomous learning, and can serve as an important supplement to systematic integrated teaching.

Key words: Education, medical, undergraduate, Peer-assisted learning, Competency development assessment, Questionnaire survey, Focus group interview

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