目的 了解八年制临床医学专业学生自主学习情况,找出医学生培养过程中存在的问题,探索教育教学方法,增强学生自我管理能力。方法 选择北京大学2010级～2014级八年制临床医学专业141名学生为研究对象,采用自制问卷对学生学习总体情况、自我学习管理情况、教学方式、形成性评价4个方面进行调查,并进行个案访谈。调查结果采用秩和检验进行数据分析。结果 78.7%(111/141)的学生对专业有兴趣;二级学科的学生感到更疲惫(Z=-4.450,P<0.001);39.0%(55/141)学生认为自我学习能力较好;二级学科学生在提前入科/进教室(Z=-5.296,P<0.001)、晚离科/课后提问(Z=-6.024,P<0.001)、提前预习/准备第二天工作(Z=-4.975, P<0.001)、去自习室学习(Z=-2.895,P=0.004)、问病史或查体(Z=-4.48,P<0.001)、寻求临床教师帮助(Z=-2.98,P=0.003)、寻求高年级同学帮助(Z=-3.172,P=0.002)、自学时间学习(Z=-3.266,P=0.001)方面都较临床阶段本科生主动。63.1%(89/141)的学生认为形成性评价对自我管理能力的提高有帮助,本科生觉得更有帮助(Z=-3.286,P=0.001)。结论 通过引导学生(特别是本科生),参与临床教学活动,创新教学方法,不断完善形成性评价,增强临床学生自我管理能力,充分调动学习积极性。
Objective To understand the independent learning situation of clinical students, find out the problems existing in the training process of medical students, explore education and teaching methods, and enhance students’ self-management ability.Methods Questionnaire which was self-designed were utilized to collect data from 141 clinical students in Peking University First Hospital, contains the general situation of learning, self-management, teaching methods and formative evaluation, cooperated with some individual interviews.Data were analyzed by rank sum test.Results 78.7%(111/141) of the students were interested in medicine. Students of secondary clinical disciplines were more tired (Z=-4.450, P<0.001); 39.0%(55/141) of the students thought their self-management were good;Students of secondary clinical disciplines were more active than the clinical undergraduates in arriving early(Z=-5.296,P<0.001), leaving late (Z=-6.024, P<0.001), advance preparation (Z=-4.975,P<0.001), to study room (Z=-2.895, P=0.004), asking history or checking body (Z=-4.48, P<0.001), asking teachers for help (Z=-2.98,P=0.003) , asking senior classmate for help (Z=-3.172, P=0.002) and learning by self-study time (Z=-3.266, P=0.001). 63.1%(89/141) of the students thought that formative evaluation was helpful for improving self-management, especially the undergraduates(Z=-3.286,P=0.001).Conclusions It can enhance the clinical students’ self-management ability and learning enthusiasm by guiding them to participate in clinical teaching activities, innovating teaching methods and keep improving formative evaluation, especially the undergraduates.
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