中华医学教育杂志

中华医学教育杂志 ›› 2024, Vol. 44 ›› Issue (11): 858-863.DOI: 10.3760/cma.j.cn115259-20230801-00075

• 研究生教育 • 上一篇    下一篇

课程视角下的医学硕士研究生学习投入和自我效能感与满意度关系的探究

蒋薇1, 金鑫2, 伊丽莎3, 石培瑶1, 李京芮1, 刘梦荃4, 严琪5, 朱泉熔6, 贾金忠2   

  1. 1石河子大学医学院2022级公共卫生硕士专业学位研究生,石河子 832003;
    2北京大学研究生院医学部分院学会秘书处办公室,北京 100191;
    3石河子大学医学院研究生管理与学科建设办公室,石河子 832003;
    4北京大学公共卫生学院2022级公共卫生硕士专业学位研究生,北京 100191;
    5北京大学公共卫生学院2023级公共卫生硕士专业学位研究生,北京 100191;
    6贵州省贵阳市督办督察局办公室,贵阳 550081
  • 收稿日期:2023-08-01 出版日期:2024-11-01 发布日期:2024-10-29
  • 通讯作者: 贾金忠,Email:jiajinzhongpku@126.com
  • 基金资助:
    教育部产学合作协同育人项目(202101050001)

An investigation into the relationship between learning engagement, self-efficacy, and satisfaction among medical master's degree students from a curricular perspective

Jiang Wei1, Jin Xin2, Yi Lisha3, Shi Peiyao1, Li Jingrui1, Liu Mengquan4, Yan Qi5, Zhu Quanrong6, Jia Jinzhong2   

  1. 1Master Degree Candidate, Public Health Major, Enrolled in 2022, School of Medicine, Shihezi University, Shihezi 832003, China;
    2Branch Society Secretariat Office, Graduate School of Peking University Health Science Center, Beijing 100191, China;
    3Office of Graduate Student Management and Discipline Development, School of Medicine, Shihezi University, Shihezi 832003, China;
    4Master Degree Candidate, Public Health, Enrolled in 2022, School of Public Health, Peking University, Beijing 100191, China;
    5Master Degree Candidate, Public Health, Enrolled in 2023, School of Public Health, Peking University, Beijing 100191, China;
    6Office of Supervision and Inspection, Guiyang Municipal Supervision Bureau, Guiyang 550081, China
  • Received:2023-08-01 Online:2024-11-01 Published:2024-10-29
  • Contact: Jia Jinzhong, Email: jiajinzhongpku@126.com
  • Supported by:
    University-Industry Collaborative Education Program of the Ministry of Education (202101050001)

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摘要： 目的 以学习投入、自我效能感、顾客满意度为理论基础,探讨医学硕士研究生课程学习投入对课程满意度的影响机制以及课程自我效能感的中介作用,为提高医学硕士研究生培养质量提供参考。方法 2021年6至7月,采用自编问卷对全国74所院校9 262名医学应届毕业硕士研究生的课程学习投入、课程自我效能感与课程满意度进行调查并分析。采用熵权法计算指标权重,得出课程学习投入、课程自我效能感和课程满意度3个维度的综合评分;采用t检验或方差分析比较不同人群特征之间的评分差异;采用Pearson相关分析探讨三者相关性;最后采用分层回归分析方法探究课程自我效能感的中介作用。结果 医学硕士研究生课程学习投入评分为(3.87±0.77)分,课程自我效能感评分为(3.85±0.75)分,课程满意度评分为(3.84±0.86)分;课程学习投入与课程自我效能感呈正相关关系(r=0.94,P＜0.05)、与课程满意度呈正相关关系(r=0.73,P＜0.05),课程自我效能感与课程满意度呈正相关关系(r=0.73,P＜0.05)。课程学习投入能够正向影响课程满意度,课程自我效能感起部分中介作用(β=0.421,P＜0.001)。结论 医学硕士研究生的课程学习投入、课程自我效能感和课程满意度评分均处于中等偏上水平;课程学习投入正向影响课程满意度,课程自我效能感在课程学习投入与课程满意度间发挥部分中介作用。医学院校教学要想促进研究生课程满意度的提高,可以关注学生个体的学习行为和学习信心。

关键词: 问卷调查, 医学硕士研究生, 课程学习投入, 课程满意度, 自我效能感, 中介作用

Abstract: Objective Based on the theoretical frameworks of learning engagement, self-efficacy, and satisfaction, this study explored the influence of course learning engagement on course satisfaction and the mediating role of course self-efficacy among medical master's degree graduates to improve the quality of medical master's degree training. Methods From June to July 2021, a self-administered questionnaire was used to investigate and analyze the course learning engagement, course self-efficacy, and course satisfaction of 9,262 recent master's degree graduates in medicine from 74 institutions across China. The entropy weighting method was used to calculate the weights of the indicators and to construct composite scores for course learning engagement, course self-efficacy, and course satisfaction. T-tests or ANOVA were used to compare the differences in scores among different demographic groups; Pearson correlation analysis was conducted to explore the correlations among the three scores; and finally, the mediating role of course self-efficacy was examined using hierarchical regression analysis. Results The scores for course learning engagement, course self-efficacy, and course satisfaction among medical master's degree students were (3.87±0.77), (3.85±0.75), and (3.84±0.86), respectively. There was a positive correlation between course learning engagement and course self-efficacy (r=0.94, P＜0.05) as well as between course learning engagement and course satisfaction (r=0.73, P<0.05). Course self-efficacy was also positively correlated with course satisfaction (r=0.73, P<0.05). Course learning engagement positively influenced course satisfaction, with course self-efficacy playing a partial mediating role (β=0.421, P<0.001). Conclusions The scores for course learning engagement, course self-efficacy, and course satisfaction among medical master's degree students were all at moderately high levels. Course learning engagement positively influenced course satisfaction, and course self-efficacy partially mediated the relationship between course learning engagement and course satisfaction. To enhance graduate students' course satisfaction, medical schools should focus on individual students' learning behaviors and confidence.

Key words: Questionnaires, Master of medicine, Course learning engagement, Course satisfaction, Self-efficacy, Mediating role

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