目的 探讨医学生在线学习过程中师生互动满意度的影响因素。方法 采用问卷调查方法。2020年4月选取汕头大学医学院参与在线学习的2015～2019级1 271名本科生为研究对象,自制问卷进行调查,采用多独立样本Kruskal-Wallis检验和Spearman相关性分析在线学习师生互动满意度影响因素。结果 学生在线学习师生互动满意度评分为[12.0(1.0)]分。与师生互动满意度相关的因素包括学生所读年级(r=0.09,P=0.017)、就读专业(r=0.06,P=0.032)、在线学习认可程度(r=0.64,P<0.001)、在线学习适应程度(r=0.50,P<0.001)、团队合作满意度(r=0.39,P<0.001)、课后小测验满意度(r=0.54,P<0.001)、课程预习频率(r=0.20,P<0.001)。学生对在线教学方式“自学+微信答疑”、“微信知识点梳理”、“群聊语音视频”和“群聊消息讨论”的支持态度分别与其师生互动满意度评分呈正相关(r分别为0.22、0.11、0.06、0.10,P值分别为<0.001、<0.001、0.041、<0.001)。结论 学生对在线学习师生互动满意度总体较高,师生互动满意度受学生年级、就读专业、在线学习认可程度、在线学习适应程度、团队合作和课后小测验满意度、课程预习频率及在线教学方式等因素的影响。

Objective To explore the factors influencing the satisfaction from teacher-student interaction at the online learning. Methods Questionnaire survey was conducted in April 2020 and 1 271 medical undergraduates from Shantou University Medical College of grade 2015 up to 2019(enrolled in 2015,2016,2017,2018 and 2019) who participated in online learning were recruited as the survey objects. A self-made questionnaire covering four aspects was used to conduct the survey. Kruskal-wallis test and Spearman correlation were used to analyze the data collected. Results The satisfaction score of teacher-student interaction of student was 12.0(1.0). Students' grade (r=0.09,P=0.017), major (r=0.06,P=0.032), recognition to online learning (r=0.64,P<0.001), adaptation of online learning (r=0.50,P<0.001), satisfaction degree of teamwork (r=0.39,P<0.001), satisfaction degree from quiz after class (r=0.54,P<0.001), frequency of course preview (r=0.20,P<0.001) all affect students' satisfaction from teacher-student interaction. Students' supportive attitude to online teaching mode “Self-learning + Wechat Q&A”, “Wechat knowledge point sorting”, “Group chatting through audio and video facilities” and “Group-chat discussion” were all positively correlated with the satisfaction score of teacher-student interaction (r=0.22,0.11,0.06,0.10,P<0.001,<0.001,0.041,<0.001). Conclusions Students' satisfaction from teacher-student interaction at the online learning is generally high and the influencing factors are student's grade, major, adaptation of online learning, satisfaction from after-class quiz, frequency of course preview and online teaching mode, etc.