中华医学教育杂志

中华医学教育杂志 ›› 2018, Vol. 38 ›› Issue (3): 415-419.DOI: 10.3760/cma.j.issn.1673-677X.2018.03.023

• 研究与探索 • 上一篇    下一篇

八年制临床医学专业学生自主学习与自我管理能力的研究

陈晓雯, 史楠, 王颖, 李海潮   

  1. 100034 ,北京大学第一医院教育处(陈晓雯、史楠),血液内科(王颖),呼吸和危重症医学科(李海潮)
  • 收稿日期:2017-12-13 出版日期:2018-06-01 发布日期:2020-12-08
  • 通讯作者: 李海潮,Email:lhch91767@sina.com
  • 基金资助:
    2017年度北京大学学生工作系统课题(BDSZ2017032008)

Investigation of clinical students’ independent learning and cultivation of self-management ability

Chen Xiaowen, Shi Nan, Wang Ying, Li Haichao   

  1. Department of Medical Education, Peking University First Hospital, Beijing 100034, China (Chen XW, Shi N); Department of Hematology, Peking University First Hospital, Beijing 100034, China(Wang Y); Department of Respiratory and Critical Medicine, Peking University First Hospital, Beijing 100034, China(Li HC)
  • Received:2017-12-13 Online:2018-06-01 Published:2020-12-08
  • Contact: Li Haichao, Email: lhch91767@sina.com
  • Supported by:
    Project on Students Work System of Peking University in 2017(BDSZ2017032008)

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摘要： 目的 了解八年制临床医学专业学生自主学习情况,找出医学生培养过程中存在的问题,探索教育教学方法,增强学生自我管理能力。方法 选择北京大学2010级～2014级八年制临床医学专业141名学生为研究对象,采用自制问卷对学生学习总体情况、自我学习管理情况、教学方式、形成性评价4个方面进行调查,并进行个案访谈。调查结果采用秩和检验进行数据分析。结果 78.7%(111/141)的学生对专业有兴趣;二级学科的学生感到更疲惫(Z=-4.450,P<0.001);39.0%(55/141)学生认为自我学习能力较好;二级学科学生在提前入科/进教室(Z=-5.296,P<0.001)、晚离科/课后提问(Z=-6.024,P<0.001)、提前预习/准备第二天工作(Z=-4.975, P<0.001)、去自习室学习(Z=-2.895,P=0.004)、问病史或查体(Z=-4.48,P<0.001)、寻求临床教师帮助(Z=-2.98,P=0.003)、寻求高年级同学帮助(Z=-3.172,P=0.002)、自学时间学习(Z=-3.266,P=0.001)方面都较临床阶段本科生主动。63.1%(89/141)的学生认为形成性评价对自我管理能力的提高有帮助,本科生觉得更有帮助(Z=-3.286,P=0.001)。结论 通过引导学生(特别是本科生),参与临床教学活动,创新教学方法,不断完善形成性评价,增强临床学生自我管理能力,充分调动学习积极性。

关键词: 八年制, 医学生, 自主学习, 自我管理, 探讨

Abstract: Objective To understand the independent learning situation of clinical students, find out the problems existing in the training process of medical students, explore education and teaching methods, and enhance students’ self-management ability.Methods Questionnaire which was self-designed were utilized to collect data from 141 clinical students in Peking University First Hospital, contains the general situation of learning, self-management, teaching methods and formative evaluation, cooperated with some individual interviews.Data were analyzed by rank sum test.Results 78.7%(111/141) of the students were interested in medicine. Students of secondary clinical disciplines were more tired (Z=-4.450, P<0.001); 39.0%(55/141) of the students thought their self-management were good;Students of secondary clinical disciplines were more active than the clinical undergraduates in arriving early(Z=-5.296,P<0.001), leaving late (Z=-6.024, P<0.001), advance preparation (Z=-4.975,P<0.001), to study room (Z=-2.895, P=0.004), asking history or checking body (Z=-4.48, P<0.001), asking teachers for help (Z=-2.98,P=0.003) , asking senior classmate for help (Z=-3.172, P=0.002) and learning by self-study time (Z=-3.266, P=0.001). 63.1%(89/141) of the students thought that formative evaluation was helpful for improving self-management, especially the undergraduates(Z=-3.286,P=0.001).Conclusions It can enhance the clinical students’ self-management ability and learning enthusiasm by guiding them to participate in clinical teaching activities, innovating teaching methods and keep improving formative evaluation, especially the undergraduates.

Key words: Eight-year medical program, Medical student, Autonomous learning, Self-management, Discussion