中华医学教育杂志

中华医学教育杂志 ›› 2025, Vol. 45 ›› Issue (9): 651-655.DOI: 10.3760/cma.j.cn115259-20240115-00051

• 教学方法 • 上一篇    下一篇

基于改进的IMB模型探索医学本科生课堂学习效果的影响机制

李慧1, 孟捷1, 殷晓旭2, 丁宏1   

  1. 1安徽医科大学卫生管理学院卫生管理系教研室,合肥 230032;
    2华中科技大学同济医学院公共卫生学院社会医学与卫生事业管理系教研室,武汉 430030
  • 收稿日期:2024-01-15 出版日期:2025-09-01 发布日期:2025-09-02
  • 通讯作者: 丁宏, Email: dinghong2003@126.com
  • 基金资助:
    健康中国战略背景下公共事业管理专业职业素养教育模式构建(2022jyxm729);安徽医科大学“四新”研究与改革实践项目(2023sx024);安徽医科大学新增一级学科建设项目(0501001801)

Research on the influencing mechanisms of classroom learning effect among medical undergraduates based on the improved IMB model

Li Hui1, Meng Jie1, Yin Xiaoxu2, Ding Hong1   

  1. 1Department of Health Management, School of Health Services Management, Anhui Medical University, Hefei 230032, China;
    2Department of Social Medicine and Health Management, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan 430030, China
  • Received:2024-01-15 Online:2025-09-01 Published:2025-09-02
  • Contact: Ding Hong, Email: dinghong2003@126.com
  • Supported by:
    Construction of Professional Literacy Education Model for Public Utilities Management in the Context of Healthy China Strategy (2022jyxm729); ″Four New″ Research and Reform Practice of Anhui Medical University(2023sx024); New First-Level Discipline Construction Project of Anhui Medical University (0501001801)

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摘要： 目的 探索医学本科生课堂学习效果的影响机制,为改善其课堂学习效果提供参考。方法 采用问卷调查方法,2023年4至6月对安徽医科大学567名医学本科生(以下简称医学生)进行整群抽样调查,问卷基于改进后的信息-动机-行为技巧模型设计。采用结构方程模型分析课堂学习效果的影响路径,并运用Bootstrap方法对学习技巧的中介效应进行检验。结果 医学生对课堂学习效果评分为(10.95±2.10)分,影响因素的评分分别为信息储备(8.36±1.49)分、学习动机(12.94±2.90)分、学习技巧(14.82±2.81)分和外在环境(10.04±2.22)分。结构方程模型分析结果显示,信息储备、学习动机和学习技巧到课堂学习效果的路径系数分别为0.206、0.392和0.344(均P<0.05),而外在环境的路径系数为0.117(P>0.05),4个变量可以联合解释课堂学习效果79.2%的方差变异。学习技巧在信息储备与学习效果之间的中介效应百分比为46.7%,在学习动机与学习效果之间的中介效应百分比为23.6%(均Z>1.96)。结论 医学生课堂学习效果受到信息储备、学习动机、学习技巧的明显正向影响,外在环境的正向影响不明显。学习技巧在信息储备与学习效果之间以及学习动机与学习效果之间均起中介作用。课堂教学应当注重激发医学生学习动机、丰富医学生信息储备、培养医学生学习技巧,同时保障其外在学习环境,以提高医学生的课堂学习效果。

关键词: 医学, 本科生, 课堂学习效果, 信息-动机-行为技巧模型, 影响机制

Abstract: Objective To explore the influence mechanisms of classroom learning effect among medical undergraduates, and to provide basis for improving their classroom performance. Methods By using the questionnaire survey method, a cluster sampling survey was conducted among 567 medical undergraduates in Anhui Medical University from April to June 2023. The questionnaire was designed based on the improved information-motivation-behavioral skills model. The structural equation model was used to analyze the influence paths of classroom learning effect, and the Bootstrap method was employed to test the mediating effect of learning skills. Results The score of classroom learning effect among medical undergraduates was 10.95±2.10. The scores of the influencing factors, namely information reserve, learning motivation, learning skills and external environment, were 8.36±1.49, 12.94±2.90, 14.82±2.81 and 10.04±2.22, respectively. The results of the structural equation model showed that the path coefficients from information reserve, learning motivation and learning skills to classroom learning effect were 0.206, 0.392 and 0.344 respectively (all P<0.05), while the path coefficient of the external environment was 0.117 (P>0.05). The four variables could jointly explain 79.2% of the variance in classroom learning effect. The mediating effect of learning skills between information reserve and learning effect accounted for 46.7%, and between learning motivation and learning effect accounted for 23.6% (all Z>1.96). Conclusions The classroom learning effect among medical undergraduates was significantly positively influenced by information reserve, learning motivation and learning skills, while the positive influence of the external environment was not obvious. Learning skills played a mediating role between information reserves and learning effect, as well as between learning motivation and learning effect. The classroom teaching should focus on stimulating medical undergraduates' learning motivation, enriching their information reserves, cultivating their learning skills, and ensuring a supportive learning environment, to improve the classroom learning effect among medical undergraduates.

Key words: Medicine, Undergraduates, Classroom learning effect, Information-motivation-behavioral skills model, Influencing mechanism

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