目的 分析教师品性与医学生课堂学习获得感的关系,为医学院校提升医学生课堂学习获得感提供参考。方法 通过对已有文献和政策文本分析,将教师品性内容划分为信念、责任感和创造性3个维度。2021年12月,采取分层抽样方法,以重庆市2所医学院校250名医学生为调查对象,从教师品性和医学生课堂学习获得感2个方面设计问卷进行调查。使用结构方程模型分析教师品性与医学生课堂学习获得感之间的关系。结果 医学生课堂学习获得感评分为(40.08±10.04)分(总分60分),医学生对教师信念评分为(13.16±4.46)分(总分20分),医学生对教师责任感评分为(13.58±4.28)分(总分20分),医学生对教师创造性评分为(13.37±3.96)分(总分20分)。教师信念(β=0.30,P<0.001)、教师责任感(β=0.30,P<0.001)、教师创造性(β=0.21,P<0.001)与医学生课堂学习获得感均呈正相关。结论 教师品性水平和医学生课堂学习获得感水平均有待提升,重视教师品性的养成有助于提升医学生课堂学习获得感。

Objective To analyze the relationship between teachers' professional dispositions and medical students' sense of gain in classroom learning, and to provide a reference for medical schools to improve medical students' sense of gain in classroom learning. Methods Through the analysis of existing literature and policy texts, the content of teachers' professional dispositions is divided into three aspects: belief, responsibility and creativity. In December 2021, a stratified sampling method was adopted to investigate 250 students from two medical colleges in Chongqing, and questions were designed in two aspects, including teachers' professional dispositions and medical students' sense of gain in classroom learning. The structural equation model was used to analyze the relationship between teachers' professional dispositions and medical students' sense of gain in classroom learning. Results Medical students scored (40.08±10.04) on sense of learning gain (60 points in total), (13.16±4.46) on teachers belief (20 points in total), (13.58±4.28) on teachers' responsibility (20 points in total), (13.37±3.96) on teachers' creativity (20 points in total). Teacher belief (β=0.30, P<0.001), teacher responsibility (β=0.30, P <0.001), teacher creativity (β=0.21, P <0.001) was positively correlated with medical students' sense of gain in classroom learning. Conclusions The level of teachers' professional dispositions and the medical students' sense of gain in classroom learning need to be improved. Attaching importance to the development of teachers' professional dispositions can help improve medical students' sense of gain in classroom learning.