目的 分析院校资源对临床医学专业学生学业成就的影响。方法 基于教育部的院校资源数据和2019年《中国医学生培养与发展调查》数据,利用分层线性模型和多元线性回归模型,分析院校资源对临床医学专业学生学业成就的效应。结果 学生在科学和学术、临床能力、健康与社会、职业素养4个领域的学业成就评分分别为(2.84±1.84)分、(6.03±1.99)分、(4.33±2.05)分、(2.92±1.84)分。分层线性模型的零模型显示,仅临床能力领域需要进行分层分析;两水平模型显示,生均图书数能够显著增强内在动机对临床能力的效应(P=0.025)。多元线性模型结果显示,生师比对健康与社会(P=0.046)领域的学业成就有显著的负向效应;高级职称教师占比对健康与社会(P<0.01)和职业素养(P<0.01)领域的学业成就有显著的正向效应;生均图书数对科学和学术(P<0.01)、健康与社会(P<0.01)、职业素养(P=0.037)领域的学业成就有显著的正向效应;生均教学经费对各领域学业成就效应均不显著(均P>0.05)。结论 不同资源对临床医学专业学生学业成就的影响不同,且在学业成就的不同领域影响不同。
Objective To analyze the influence of college resources on the academic achievement of medical students. Methods Based on the college resources data provided by the Ministry of Education, and the academic achievement data collected from China Medical Students Survey (CMSS), Hierarchical Linear Model (HLM) and Multiple Linear Regression Model were used to analyze the effect of colleges resource indicators on the academic achievement of medical students in various fields. Results The scores of science and academia, clinical ability, health and social and professionalization were (2.84±1.84), (6.03±1.99), (4.33±2.05), (2.92±1.84), respectively. The zero model of HLM showed that hierarchical analysis was necessary only in the clinical ability domain; two-level model showed that the number of books per student could significantly enhance the effect of intrinsic motivation on clinical ability domain (P=0.025). Multiple Linear Regression Model showed that student-teacher ratio had significant negative effect on academic achievement in health and social domain (P=0.046); the proportion of teachers with senior professional titles had a significant positive effect on health and social (P<0.01) and professionalization (P<0.01) domains; The number of books per student had a significant positive effect on science and academia (P<0.01), health and society (P<0.01), and professionalization (P=0.037) domains; the teaching expenditure per student have no significant effect on academic achievement in each domains (all P>0.05). Conclusions Different resource indicators had different influences on the academic achievement of medical students, and the influences were different in various domains of academic achievement.
[1] 陈玉琨,代蕊华,杨晓江,等.高等教育质量保障体系概论[M].北京:北京师范大学出版社, 2004:59.
[2]冯艳, 高岩鹰. 高等教育资源优化配置基本理论问题研究述评[J].现代教育管理,2012(11):18-23. DOI:10.16697/j.cnki.xdjygl.2012.11.022.
[3]吴红斌, 谢阿娜,于晨,等.我国医学生培养与发展调查的设计与实施[J].中华医学教育杂志,2021,41(2):117-121. DOI: 10.3760/cma.j.cn115259-20200328-00445.
[4]黄琳,文东茅.大学生独生子女与非独生子女学业状况比较[J].教育学术月刊, 2008(2):36-39.
[5]吴红斌, 郭建如, 王维民. 增值视角下的医科学生发展——基于全国学生调查数据的学科间比较分析[J].复旦教育论坛,2020,18(2):106-112. DOI:10.3969/j.issn.1672-0059.2020.02.018.
[6]张雷,雷雳,郭伯良.分层线性模型应用[M].北京: 教育科学出版社, 2005: 17-33.
[7]Cohen J. Statistical power analysis for the behavioral sciences[M]. 2nd ed. London:New York : Routledge: Lawrence Erlbaum Associates Inc, 1988: 465-467.
[8]李敬, 冉光和, 万广华. 中国区域金融发展差异的解释——基于劳动分工理论与Shapley值分解方法[J].经济研究,2007(5):42-54.
[9]Dewey J, Husted T, Kenny L. The ineffectiveness of school inputs: a product of misspecification? [J]. Economics of Education Review, 2000, 19(1):27-45. DOI:10.1016/S0272-7757(99)00015-1.
[10]Gigliotti P, Sorensen L. Educational resources and student performance: evidence from the Save Harmless Provision in New York State[J]. Economics of Education Review, 2018,66:167-182. DOI:10.1016/j.econedurev.2018.08.004.
[11]陈纯槿, 郅庭瑾. 教育财政投入能否有效降低教育结果不平等——基于中国教育追踪调查数据的分析[J].教育研究,2017,38(7):68-78.
