目的 了解目前临床医学专业本科生临床实习期间的职业认同感,探究影响职业认同感的影响因素。方法 2022年2至3月,采用问卷调查法共调查522名临床医学专业本科学生,以了解临床实习期间的医学生职业认同感现状及其影响因素,通过描述性分析、皮尔逊相关性分析、单因素方差分析、t检验等统计学方法对相关数据进行分析。结果 学生的职业认同感评分为(4.10 ± 0.66)分,8项医学生可能的职业认同感影响因素与职业认同感之间均存在正相关关系(均P<0.001),其中自身临床能力(r=0.42)、带教师资(r=0.41)等与职业认同感相关度最高,实习效果与职业认同感相关度最低(r=0.23);对不同特征学生的职业认同感进行分析,发现男生职业认同感高于女生[(4.21 ± 0.71)分比(4.02 ± 0.61)分,P=0.002],独立设置的医学院校的医学生职业认同感高于综合性大学医学院的医学生[(4.20 ± 0.64) 分比(4.06 ± 0.66)分,P=0.029],保研[(4.12 ± 0.66)分]和考研医学生[(4.17 ± 0.64) 分]职业认同感均高于本科毕业参加临床工作[(3.86 ± 0.60)分]或非临床工作[(3.23 ± 0.59)分]的医学生(均P＜0.05)。结论 临床医学专业学生实习期间的职业认同感有待提高。实习效果、自身临床能力、带教师资等均与职业认同感具有相关性,而自身临床能力、带教师资的相关性较高。男性、独立设置的医学院校、选择保研和考研的医学生职业认同感更高。

Objective To understand the professional identity of undergraduates majoring in clinical medicine during internship, and to explore the influencing factors of professional identity. Methods A total of 522 clinical medical undergraduates were investigated through questionnaire survey from February to March 2022, and the current situation and influencing factors of medical students' professional identity during internship were analyzed through descriptive analysis, Pearson correlation analysis, one-way ANOVA, and t-test analysis. Results The students' professional identity score was (4.10 ± 0.66), and there was a positive correlation between the 8 possible factors and professional identity (P<0.001). Among them, their own clinical abilities (r=0.42), teaching resources (r=0.41) had the higher correlation with professional identity, while the effectiveness of internship (r=0.23) had the lowest correlation with professional identity. An analysis of occupational identity among students with different characteristics showed that male students had higher scores than female students [(4.21 ± 0.71) vs. (4.02 ± 0.61), P=0.002], and medical students from independent medical colleges had higher scores than medical students from comprehensive universities [(4.20 ± 0.64) vs. (4.06 ± 0.66), P=0.029]. The scores of graduate students who pursue graduate school guarantees (4.12 ± 0.66) and those who are preparing to take postgraduate entrance exams (4.17 ± 0.64) are higher than those who graduated from undergraduate studies and participate in clinical work (3.86 ± 0.60) or non-clinical work (3.23 ± 0.59), all P<0.05. Conclusions The effectiveness of internships, clinical abilities, and teaching resources are all correlated with professional identity, with clinical abilities and teaching resources having a higher correlation. Male medical students, students from independently established medical colleges, and those who choose to pursue graduate school guarantees and take postgraduate entrance exams have a higher score of professional identity.