目的 调查上海市医学生感官学习风格与其学习动机、自评学习态度、学习成绩及其期望值的影响。方法 应用感官学习风格量表、学习动机简易评定量表等在内的综合问卷,调查上海市2所医学院校2791名医学生的感官学习风格倾向数量、程度和分布、学习动机、自评学习态度、学习成绩及其期望值等。结果 学习成绩不同的医学生的感官学习风格倾向数量差异具有统计学意义(χ²=24.492,P=0.002),单一风格的学生中优秀的比例相对最高,占比44.2%(179/405),而四重风格的学生成绩较差的比例相对最高,占比31.6%(92/291)。自评学习态度、对学习成绩的期望值和学习成绩不同的医学生,感官学习风格倾向程度差异具有统计学意义(χ²=28.055、22.090、31.891,P=0.001、0.009、0.001),多重风格的学生成绩较差的比例最高,占比63.6%(185/291)。学习动机、自评学习态度不同的医学生,感官学习风格分布差异具有统计学意义(χ²=24.461、32.917,P=0.002、0.001),单一阅读写作型的医学生中学习动机强的比例最高,占比16.0%(63/393)。结论 上海市医学生感官学习风格具有独特性;与学习情况密切相关;应当从感官学习风格的分布入手提高医学生的学习动机。

Objective To survey on influence of sensory learning styles on academic motivation, learning attitudes, academic performance and its expectation among medical undergraduates in Shanghai.Methods Using comprehensive questionnaires including VARK(Visual, Aural, Read/Write, Kinesthetic questionnaire) and simple learning motivation scale, the 2791 medical undergraduates in two universities in Shanghai were surveyed on with the inclined quantities, degrees and distribution of sensory learning styles, academic motivation, learning attitudes, academic performance and its expectation.Results It showed statistical significance in the inclined quantities of sensory learning styles among undergraduates with different academic performance (χ²=24.492, P=0.002), the “excellence” percentage of those with single inclination was the highest, which were respectively 44.2% (179/405), but the “poor” percentage of those with four inclinations was the highest, which was 31.6% (92/291). It showed statistical significance in the inclined degrees of sensory learning styles among undergraduates with different self-appraised learning attitudes, academic performance and its expectation (χ²=28.055, 22.090, 31.891, P=0.001, 0.009, 0.001), the “poor performance” percentage of those with multiple inclinations was the highest, which was 63.6% (185/291). It showed statistical significance in the distribution of sensory learning styles among undergraduates with different academic motivation and self-appraised learning attitudes (χ²=24.461, 32.917, P=0.002, 0.001). The percentage of “strong” academic motivation was the highest in those with single read and write type, which was 16.0%(63/393).Conclusions The sensory learning styles among medical undergraduates in Shanghai are different from others and closely related with study circumstance. It is suggested that the study motivation of medical students should be advanced considering their distribution of sensory learning styles.