“基于问题学习”中学习倦怠现象及其原因分析

doi:10.3760/cma.j.issn.1673-677X.2018.06.004

中华医学教育杂志 ›› 2018, Vol. 38 ›› Issue (6): 815-819.DOI: 10.3760/cma.j.issn.1673-677X.2018.06.004

“基于问题学习”中学习倦怠现象及其原因分析

蒲丹, 倪菊华, 吴立玲, 王韵

100191北京大学基础医学院教学办公室(蒲丹),生物化学与分子生物学系(倪菊华),生理与病理生理学系(吴立玲),神经生物学系(王韵)

收稿日期:2018-04-17 发布日期:2020-12-09
通讯作者: 王韵, Email: wangy66@bjmu.edu.cn
基金资助:
中华医学会教育分会和中国高等教育学会医学教育专业委员会2016年医学教育研究立项课题(2016B-RC021);2017年度北京大学医学部教育教学研究课题(2017JJ10)

Learning burnout and its influential factors in problem-based learning

Pu Dan, Ni Juhua, Wu Liling, Wang Yun

Office of Education, School of Basic Medical Sciences, Peking University, Beijing 100191,China (Pu D); Department of Biochemistry and Molecular Biology, School of Basic Medical Sciences, Peking University, Beijing 100191,China (Ni JH); Department of Physiology and Pathophysiology, School of Basic Medical Sciences, Peking University, Beijing 100191,China (Wu LL); Department of Neurobiology, School of Basic Medical Sciences, Peking University, Beijing 100191,China (Wang Y)

Received:2018-04-17 Published:2020-12-09
Contact: Wang Yun, Email: wangy66@bjmu.edu.cn
Supported by:
Chinese Medical Association Medical Education Branch and China Association of Higher Education Medical Education Specialized Committee 2016 Medical Education Research Project (2016B-RC021); Peking University Health Science Center 2017 Medical Education Research Project (2017JJ10)

摘要/Abstract

摘要： 目的探讨基于问题学习(problem-based learning,PBL)过程中学生的学习倦怠现象及其产生原因。方法以北京大学2015级八年制和五年制临床医学专业三年级学生为研究对象,汇总PBL学习过程中学生评分、教师评教和案例质量3个因素的评估分数以及学生对PBL的态度,课程学习前后应用“大学生学习倦怠调查量表”评估学生学习倦怠情况。以相关性分析和回归分析探讨学习倦怠及其3个维度与学生对PBL的态度、学习过程的学生评分、教师评教和案例质量的关系。应用SPSS 16.0对相关数据进行统计分析。结果医学生学习倦怠平均得分52.85分,呈现轻中度倦怠。相关性分析显示,学习倦怠与学生对PBL态度、PBL学习过程中学生评分、教师评教和案例质量都存在显著相关性。多因素逐步回归分析显示,学生对PBL态度和学生评分进入回归方程。结论学生对PBL态度和学生评分是影响学习倦怠的关键因素,需要在PBL课程中加强对学生的引导和培训。

关键词: 基于问题学习, 学习倦怠, 影响因素

Abstract: Objective To investigate the learning burnout in problem-based learning and its influential factors. Methods The third-year undergraduate medical students, including 8-year track and 5-year track in Peking University were involved in this study. The scores of student performance, tutor performance and case quality were collected after cases learning. The students' attitude in PBL performance were surveyed with 3 in-house designed questions. The Learning Burnout Scale for college students was used before and after PBL. Correlation was analyzed between the learning burnout and 4 factors of PBL. Multiple linear regression analysis was used to clarify the influential factors with the learning burnout scores as dependent variable. The analysis of numerical data was conducted by using SPSS 16.0. Results The average scores of learning burnout in third-year undergraduate medical students was 52.85, which indicated the learning burnout was at low to moderate level. Significant correlation was found between the scores of learning burnout and the scores of students, tutors, cases quality and the attitude to PBL. Multiple linear regression analysis results showed 2 factors were of significance, that is students' attitude to PBL and the performance in PBL. Conclusions The attitude to PBL and the performance of students in PBL were the key influential factors which exert a significant influence on learning burnout. Students training along with PBL should be improved in medical education.

Key words: Problem-based learning, Learning burnout, Influential factors

蒲丹, 倪菊华, 吴立玲, 王韵. “基于问题学习”中学习倦怠现象及其原因分析[J]. 中华医学教育杂志, 2018, 38(6): 815-819.

Pu Dan, Ni Juhua, Wu Liling, Wang Yun. Learning burnout and its influential factors in problem-based learning[J]. Chinese Journal of Medical Education, 2018, 38(6): 815-819.

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“基于问题学习”中学习倦怠现象及其原因分析

Learning burnout and its influential factors in problem-based learning

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