目的 探讨临床医学专业学生抑制控制(包括反应抑制和干扰抑制)与学业成绩的相关性,为提高其学业成绩提供新的思路。方法 2021年8至9月,采取整群抽样方法,以空军军医大学2020级临床医学专业64名学生为研究对象,采用学业成就调查问卷测量其主观和客观学业成绩。采用Go/No-go任务和停止信号任务分别测量医学生的主动反应抑制和被动反应抑制,采用Stroop任务测量干扰抑制。通过Spearman或Pearson相关分析探讨医学生的3个任务表现与其主观、客观学业成绩的相关性。结果 Go/No-go任务表现与医学生主观学业成绩中的学业认知(r=0.38,P=0.002),学业意志(r=0.38,P=0.002)和学业行为(r=0.32,P=0.010)呈正相关,与其客观学业成绩中的成绩排名(r=-0.01,P=0.950)、获得证书次数(r=0.09,P=0.494)、奖学金次数(r=-0.17,P=0.173)、竞赛获奖次数(r=0.18,P=0.161)均无相关性。停止信号任务表现和Stroop任务表现与医学生主观学业成绩和客观学业成绩均无相关性。结论 主动反应抑制越好的医学生,其对学习重要性的认知水平越高、学习意志力越强、对学业投入的时间和精力越多。

Objective To study the correlation between inhibitory control (including response inhibition and interference inhibition) and academic achievements of clinical medicine students, so as to explore new ways to improve academic achievements. Methods From August to September 2021, a cluster sampling method was used, 64 students majoring in clinical medicine enrolled in 2020 in Air Force Medical University participated in current study. The subjective and objective academic performances of each medical student were measured by the academic achievement questionnaire. The Go/No-go task and stop signal task were used to measure the level of proactive and reactive response inhibition, respectively; the Stroop task was used to measure the level of interference inhibition. Spearman or Pearson correlation analysis were used to analyze the correlation between the three task performances of medical students and their academic achievements. Results The results showed that the Go/No-go performance was significant related to the academic cognition (r=0.38, P=0.002), academic will (r=0.38, P=0.002) and academic behavior (r=0.32, P=0.010), but was not associated with the academic ranking (r=-0.01, P=0.950), the number of certificates (r=0.09, P=0.494), the number of scholarships (r=-0.17, P=0.173) and the number of awards (r=0.18, P=0.161). In addition, the stop signal and Stroop task performances were not significantly correlated with either the subjective or objective academic performances of medical students. Conclusions Medical students with higher proactive response inhibition have a higher perception of the importance of learning, stronger willpower to learn, and more time and energy invested in their studies.