目的 了解新型冠状病毒肺炎疫情防控期间医学生学习拖延情况,并分析其影响因素。方法 2020年3月,采用问卷调查方法,使用一般拖延量表、未来时间洞察力量表和大学生无聊倾向问卷,选择我国5所医学院校4 668名医学生进行调查,对数据进行统计分析。结果 医学生的学习拖延总分为(63.64±9.39)分,中位数为63.00分;未来时间洞察力总分为[57.00(52.00,64.00)]分,无聊倾向总分为[101.00(80.00,120.00)]分。男生的学习拖延总分(64.35±11.96)分高于女生的(63.34±8.07)分,临床医学专业学生的学习拖延总分(64.28±10.63)分高于护理类专业学生的(63.42±8.98)分和其他专业学生的(63.34±8.70)分,专科学历学生的学习拖延总分(66.57±11.52)分高于本科学历学生的(63.50±9.34)分和研究生学历学生的(64.81±8.37)分,高职院校学生的学习拖延总分(66.67±12.53)分高于本科院校学生的(63.57±9.30)分,其差异均具有统计学意义(均P＜0.05)。Spearman相关分析显示,医学生学习拖延与其未来时间洞察力和创造力呈负相关(r值分别为-0.163和-0.233),其差异均具有统计学意义(均P＜0.01)。结论 医学生的学习拖延水平有待改善。性别、专业、学历和学校类型是医学生学习拖延评分的影响因素。可以尝试通过对不同医学生群体实施有针对性的教育措施来降低医学生的学习拖延水平。
Objective To find the situation of students' learning procrastination during the COVID-19 pandemic and to analyze the influence factors.Methods In March 2020, totally 4668 medical students from 5 medical universities in China were joined this project and were investigated with General Procrastination scale, future time insight scale and boredom tendency questionnaire.Results The total learning procrastination score of medical students was (63.64±9.39), the median score was 63.00. The total score of future time perceptive was [57.00(52.00,64.00)] , and the total score of boredom was [101.00(80.00,120.00)]. The total academic procrastination score of male students (64.35±11.96) was higher than that of female students (63.34±8.07), the total score of clinical medical students (64.28±10.63) was higher than that of nursing students (63.42±8.98) and other students (63.34±8.70), the total score of medical students with junior college degree (66.57±11.52) was higher than that of medical students with undergraduate degree (63.50±9.34) and that of medical students with graduate degree (64.81±8.37), the total score of medical students in vocational colleges (66.67±12.53) was higher than that of medical students in undergraduate colleges (63.57±9.30), and all the difference was statistically significant (all P<0.05). Spearman correlation analysis showed that academic procrastination was negatively correlated with future time perception and creativity of medical students (r=-0.163, -0.233), and the differences were statistically significant (P<0.01).Conclusions The learning procrastination of medical students needs to be corrected. Medical educators can alleviate the extent of learning procrastination of medical students by implementing target-oriented and population-based education method for different groups of medical students.
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