目的 了解公共卫生专业硕士研究生社会实践现状,探讨影响其满意度的因素,为优化社会实践方案提供参考。方法 选取山东大学2019~2020级165名公共卫生专业硕士研究生为研究对象,自制问卷进行调查,采用t检验和χ²检验比较组间差异,采用多元线性回归分析社会实践满意度的影响因素。结果 公共卫生专业硕士研究生对社会实践的满意度得分为(26.29±3.96)分。男生(β=0.180,P=0.005)、指导教师指导次数每周3次及以上(β=0.466,P=0.002)和每月1次以上(β=0.526,P=0.001),对社会实践内容和要求更熟悉(β=0.371,P<0.001;β=0.315,P=0.001)是社会实践满意度的影响因素,而社会实践时长过长是社会实践满意度的负向因素(β=-0.275,P<0.001)。结论 公共卫生专业硕士研究生社会实践满意度较高,且受性别、指导教师的指导次数、对内容和要求的熟悉程度、时长等因素影响。高校和社会实践基地可采取加强指导教师与学生互动管理,夯实学生专业知识基础,设置合适的社会实践时长等针对性措施以促进社会实践满意度提升。

Objective To understand the current situation of social practice among master of public health and explore the factors affecting their satisfaction, to inform how social practice programs can be optimized. Methods A total of 165 students enrolled in 2019 and 2020 with master of public health from Shandong University were selected as the research subjects. A self-made questionnaire was used to conduct the survey. T-test and χ² test were used to compare differences between groups. Multivariate linear regression was applied to analyze the influencing factors of social practice satisfaction. Results The score of students' satisfaction with the social practice was (26.29±3.96). Male students (β=0.180, P=0.005), instructors' guidance frequency of over 3 times per week (β=0.466, P=0.002) and more than 1 time per month (β=0.526, P=0.001), familiarity with the content and requirements of the social practice (β=0.371, P<0.001; β=0.315, P=0.001) were factors promoting social practice satisfaction, whereas longer social practice duration was the negative factor (β=-0.275, P<0.001). Conclusions The satisfaction of social practice among masters of public health is generally high, which is affected by gender, the frequency of social practice instructors' guidance, familiarity with the content and requirements of the social practice, social practice duration and other factors. Medical schools and social practice centers should take targeted measures such as strengthening the interaction between instructors and students, consolidating the professional knowledge of students, and setting appropriate social practice time to promote the satisfaction of social practice.