中华医学教育杂志

中华医学教育杂志 ›› 2026, Vol. 46 ›› Issue (8): 600-603.DOI: 10.3760/cma.j.cn115259-20250910-01100

• 研究生教育 • 上一篇    下一篇

导师指导对临床医学硕士专业学位研究生专业认同的影响

方晨晨1, 曹连喆2, 郭丛斌3, 侯建林1   

  1. 1北京大学医学教育研究所,北京 100191;
    2北京教育学院思想政治教育与德育学院,北京 100120;
    3北京大学教育经济研究所,北京 100871
  • 收稿日期:2025-09-10 发布日期:2026-07-29
  • 通讯作者: 侯建林, houjianlin@bjmu.edu.cn

The impact of supervisor guidance on the professional identity of professional master′s degree students in clinical medicine

Fang Chenchen1, Cao Lianzhe2, Guo Congbin3, Hou Jianlin1   

  1. 1Institute of Medical Education, Peking University, Beijing 100191, China;
    2School of Ideological and Political Education and Moral Education, Beijing Institute of Education, Beijing 100120, China;
    3The Institute of Economics of Education, Peking University, Beijing 100871, China
  • Received:2025-09-10 Published:2026-07-29
  • Contact: Hou Jianlin, Email: houjianlin@bjmu.edu.cn

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摘要： 目的 探究导师指导对临床医学硕士专业学位研究生(以下简称临床专硕生)专业认同的影响。方法 采用北京大学教育学院编制的全国硕士专业学位毕业生调查问卷,2025年5至7月对55所院校的临床专硕生开展问卷调查,采用描述性统计、卡方检验和有序logistic回归对调查结果进行统计分析。结果 5 294名参与调查的临床专硕生中,1 827名(34.51%)临床专硕生的导师指导频率为每周若干次,占比最多;1 937名(36.59%)临床专硕生有副导师或导师指导小组进行指导,临床专硕生对导师指导质量评分为(4.37±0.76)分。导师指导每周若干次(β=0.769,P<0.001)和每周一次(β=0.377,P=0.002)的临床专硕生,其专业认同度高于导师指导两三个月一次或更少的临床专硕生;有副导师或导师指导小组指导的临床专硕生,其专业认同度高于没有指导的临床专硕生(β=0.147,P=0.010)。导师指导质量对临床专硕生专业认同有正向影响(β=1.698,P<0.001)。结论 导师指导频率、方式和质量会影响临床专硕生专业认同,需要规范导师对临床专硕生的指导,提升临床专硕生的专业认同。

关键词: 临床医学, 专业学位研究生, 导师指导, 专业认同, 指导频率, 指导方式, 指导质量

Abstract: Objective This study aims to explore the impact of the frequency, method, and quality of supervisor guidance on the professional identity of professional master′s degree students in clinical medicine. Methods A questionnaire survey was conducted using the national survey of professional degree master′s graduates developed by the Graduate School of Education at Peking University. The survey was carried out among professional master′s degree students in clinical medicine from 55 institutions between May and July 2025. Descriptive statistics, chi-square tests, and ordinal logistic regression were used for data analysis. Results Among the 5 294 students who participated, 1 827 students (34.51%) received supervisory guidance several times per week; 1 937 students (36.59%) had co-supervisors or a supervisory team; and the mean score for perceived quality of supervisory guidance was (4.37±0.76). Students who received guidance several times per week (β=0.769, P<0.001) or once per week (β=0.377, P=0.002) reported higher professional identity than those who received guidance once every two to three months or less frequently. Students with co-supervisors or a supervisory team exhibited higher professional identity than those without (β=0.147, P=0.010). Perceived quality of supervisory guidance had a significant positive effect on professional identity (β=1.698, P<0.001). Conclusions The frequency, method, and quality of supervisory guidance influence the professional identity of clinical medical professional master′s degree students. Measures should be taken to standardize supervisory practices so as to enhance their professional identity.

Key words: Clinical medicine, Professional master′s degree students, Supervisor guidance, Professional identity, Guidance frequency, Guidance method, Guidance quality

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