目的 了解医学生关于教育资源推荐系统的需求偏好,以及这种需求偏好与自主学习能力的相关性。方法 2021年4月,以某医科大学一年级至三年级临床医学专业482名学生为研究对象,使用自主学习量表及自制医学教育资源推荐系统的需求偏好(包含内容偏好与使用偏好)问卷进行调研。使用logistic回归分析、线性回归分析等方法探究医学生信息资源推荐系统需求偏好与自主学习能力的相关性。结果 共277人(57.5%)使用过医学教育资源推荐系统;自主学习中人际交流维度(OR=0.895,95%CI:0.824~0.972,P=0.008)会影响医学生信息资源推荐系统的使用情况;医学生信息资源推荐系统内容偏好的顺序为专业学习资源、职业发展资源、拓展学习资源、娱乐放松资源、课外活动资源;医学生人际交流能力与5种教育资源的期待程度均呈正相关(线性回归系数分别为0.172、0.153、0.308、0.297、0.336,均P<0.05)。结论 医学生对信息资源推荐系统的使用较为积极,专业学习资源为其首要偏好内容,医学生信息资源推荐系统的使用与内容偏好均与自主学习能力相关,推进医学教育信息资源建设有利于促进医学生自主学习能力的发展。

Objective To understand the demand preference of medical students for educational resource recommendation system, as well as the correlation with self-directed learning ability. Methods In April 2021, a total of 482 first-year to third-year medical students in a medical university were enrolled in this study. The self-directed learning scale and the self-designed medical education resource recommendation system demand preference (including content preference and use preference) questionnaire were used to conduct the research. Logistic regression analysis and linear regression analysis were used to explore the correlation between the demand preference of information resource recommendation system and self-directed learning ability of medical students. Results A total of 277(57.5%) have used the medical education resource recommendation system. The logistic regression analysis identified that the interpersonal communication dimension of self-directed learning (OR=0.895, 95%CI: 0.824-0.972, P=0.008) affected the use of medical students′ information resource recommendation system. The order of content preference of medical students′ information resources recommendation system was professional learning resources, career development resources, extended learning resources, entertainment and relaxation resources, and extracurricular activities resources. The interpersonal communication ability of medical students was positively correlated with the expectation degree of five educational resources by linear regression analysis, with linear regression coefficient β of 0.172, 0.153, 0.308, 0.297, 0.336, all P<0.05. Conclusions Medical students have a positive attitude towards the use of information resource recommendation system, with professional learning resources as the primary preference. The use and content preference of recommendation system are related to self-directed learning ability of medical students. Promoting the construction of medical education information resources is conducive to promoting the development of medical students′ self-directed learning ability.