中华医学教育杂志

中华医学教育杂志 ›› 2020, Vol. 40 ›› Issue (8): 632-636.DOI: 10.3760/cma.j.cn115259-20191216-01088

• 医学教育评估 • 上一篇    下一篇

学生参与理论视角下临床医学专业学生学业成绩的影响因素分析

凡玉杰1, 由由2, 李峰3, 王维民2, 陈娟1   

  1. 1北京大学公共卫生学院卫生政策与管理系 100191;
    2北京大学医学教育研究所 全国医学教育发展中心 100191;
    3北京大学医学部教育处 100191
  • 收稿日期:2019-12-16 出版日期:2020-08-01 发布日期:2020-12-08
  • 通讯作者: 陈娟,Email:chenjuan@bjmu.edu.cn,电话:010-82805660
  • 基金资助:
    2019年度北京大学医学部教育教学研究课题(2019YB01);2018年度北京大学医学部引进人才项目(BMU2018YJ006)

Student engagement and its impact on learning outcomes of undergraduates of clinical medicine

Fan Yujie1, You You2, Li Feng3, Wang Weimin2, Chen Juan1   

  1. 1Department of Health Policy and Management, School of Public Health, Peking University, Beijing 100191, China;
    2Institute of Medical Education of Peking University & National Center for Health Professionals Education Development, Beijing 100191, China;
    3Office of Educational Administration, Peking University Health Science Center, Beijing 100191, China
  • Received:2019-12-16 Online:2020-08-01 Published:2020-12-08
  • Contact: Chen Juan, Email:chenjuan@bjmu.edu.cn, Tel:0086-10-82805660
  • Supported by:
    2019 Peking University Health Science Center education research project (2019YB01); 2018 Peking University Health Science Center talent introduction project (BMU2018YJ006)

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摘要： 目的 基于学生参与理论,了解临床医学专业学生学业成绩的影响因素。方法 2019年6月,选择北京大学2014级临床医学专业174名学生为研究对象,通过问卷星在线调查回顾性了解医学生在医预、基础、临床教育阶段的学生投入与院校投入状况。拟合多水平模型分析学生投入与院校投入对学业成绩的影响。结果 学生投入变量中,元认知策略(β=0.058,P<0.01)、情感投入(β=0.040,P=0.013)、课余学习投入(β=0.006,P<0.01)会对平均学分绩点(grade point average,GPA)产生影响,且这些影响不随学业阶段的变化而变化。科研活动投入对GPA的影响与学业阶段有关,从医预、基础到临床教育阶段,科研活动投入的效应由负转正。院校投入变量中,只有设备设施对GPA产生影响,其效应在医预和基础阶段为负,而仅在临床阶段为正。结论 学生的元认知策略和情感投入促进提升学业成绩;院校硬环境本身并不一定能够促进学生学习。

关键词: 学生参与, 学业成绩, 多水平模型, 临床医学

Abstract: Objective This study aims at exploring influences of medical students' learning outcomes based on the theory of student engagement.Methods A questionnaire was distributed to 174 students majoring in clinical medicine in grade 2014 at Peking University Health Science Center in June 2019. A multilevel model was applied to analyze the results.Results For student inputs variables, the metacognitive strategy (β = 0.058, P <0.01), emotional input (β = 0.040, P = 0.013), extracurricular learning input (β = 0.006, P<0.01) influence grade point average (GPA), and the effects have no change with academic stage. The influence of scientific research input time on GPA is moderated by academic stage. Effects of scientific research input change from negative to positive along with the change of academic stage (e.g., from the pre-medical, basic medicine and clinical stages). For school inputs variables, only equipment and facilities have a significant influence on GPA, and a positive relationship is only found in clinical medical stage.Conclusions Students' metacognitive strategies and emotional input play the greatest role in improving their learning outcomes. The physical environment alone does not necessarily promote students' learning.

Key words: Students engagement, Academic achievement, Multilevel model, Clinical medicine

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