中华医学教育杂志

中华医学教育杂志 >

2024 , Vol. 44 >Issue 4: 246 - 250

DOI: https://doi.org/10.3760/cma.j.cn115259-20230321-00292

人才培养模式

某高校医学本科生批判性思维能力的现状和提升策略

  • 王璐 ,
  • 徐阳婷 ,
  • 李沛迪 ,
  • 付诗雨 ,
  • 罗自强
展开
  • 1中南大学湘雅药学院2020级四年制药学专业学生,长沙 410013;
    2中南大学湘雅医学院2018级五年制麻醉学专业学生,长沙 410013;
    3中南大学湘雅医学院2020级五年制临床医学专业学生,长沙 410013;
    4中南大学湘雅医学院2020级四年制医学检验专业学生,长沙 410013;
    5中南大学基础医学院生理学系,长沙 410013

收稿日期: 2023-03-21

  网络出版日期: 2024-03-29

基金资助

湖南省普通高等学校课程思政建设研究项目(HNKCSZ-2020-0061)

收起

The current situation and improvement strategies of critical thinking tendencies among medical undergraduate students in a certain university

  • Wang Lu ,
  • Xu Yangting ,
  • Li Peidi ,
  • Fu Shiyu ,
  • Luo Ziqiang
Expand
  • 1Four-year Pharmaceutical Science Major, Enrolled in 2020, Xiangya College of Pharmacy, Central South University, Changsha 410013, China;
    2Five-year Anesthesiology Major, Enrolled in 2018, Xiangya School of Medicine, Central South University, Changsha 410013, China;
    3Five-year Clinical Medicine Major, Enrolled in 2020, Xiangya School of Medicine, Central South University, Changsha 410013, China;
    4Four-year Medical Laboratory Major, Enrolled in 2020, Xiangya School of Medicine, Central South University, Changsha 410013, China;
    5Department of Physiology, School of Basic Medicine, Central South University, Changsha 410013, China

Received date: 2023-03-21

  Online published: 2024-03-29

Supported by

Research Project on the Construction of Curriculum Civics in Ordinary Institutions of Higher Education in Hunan Province (HNKCSZ-2020-0061)

Fold

摘要

目的 调查某高校医学本科生批判性思维能力现状,探讨不同特征学生批判性思维能力差异,为医学生批判性思维能力培养提供参考。方法 2022年2月24日至3月7日,采用问卷调查方法,调查某高校一年级至四年级临床医学等专业270名学生的批判性思维能力。采用Kruskal-Wallis检验、Mann-Whitney U检验进行统计分析,构建广义线性混合模型分析各因素对批判性思维能力的影响情况。结果 学生批判性思维能力总分为292.00(36.25)分,表现为正性倾向。男生和女生的批判性思维能力总分差异无统计学意义[294.50(35.50)分比290.50(39.25)分,P＝0.956];分析能力、系统化能力、批判性思维的自信心、求知欲评分差异均具有统计学意义[45.00(6.00)分比43.00(7.00)分、40.00(6.00)分比38.00(7.00)分、40.00(6.00)分比38.00(7.00)分、46.00(7.75)分比43.50(9.00)分,均P <0.05]。 结论 某高校医学本科生虽然大多数表现为正性批判性思维能力,但仍有少数人表现为负性,且部分特质存在性别差异。高校应当重视医学本科生批判性思维能力的引导和培养,尤其需要关注各特质的性别差异,在培养批判性思维能力的同时关注学生的反馈情况。

关键词： 学生,医科; 本科教育; 批判性思维; 现状; 提升策略

本文引用格式

王璐 , 徐阳婷 , 李沛迪 , 付诗雨 , 罗自强 . 某高校医学本科生批判性思维能力的现状和提升策略[J]. 中华医学教育杂志, 2024 , 44(4) : 246 -250 . DOI: 10.3760/cma.j.cn115259-20230321-00292

Abstract

Objective To investigate the current tendencies of critical thinking among undergraduate medical students in a certain university, to explore the differences in critical thinking among students with different characteristics, and inform the cultivation of critical thinking ability in medical students. Methods From February 24 to March 7, 2022, a questionnaire survey was conducted to investigate the critical thinking tendencies of 270 students in various majors such as clinical medicine from the first to fourth year in a certain university. Kruskal-Wallis test and Mann-Whitney U test were used for statistical analysis. A generalized linear mixed model was constructed to analyze the influence of each factor on critical thinking. Results The total critical thinking score of the respondents was 292.00(36.25), which showed a positive nature. There was no statistically significant differences in the overall critical thinking scores of students by gender [294.50(35.50) vs. 290.50(39.25), P=0.956]; as observed for each trait, there were gender differences in four critical thinking traits, including analytical ability, systematization ability, self-confidence in critical thinking, and curiosity [45.00(6.00) vs. 43.00(7.00)、40.00(6.00) vs. 38.00(7.00)、40.00(6.00) vs. 38.00(7.00)、46.00(7.75) vs. 43.50(9.00), all P<0.05]. Conclusions Although most of the undergraduate medical students in a certain university showed positive critical thinking tendencies, a few of them still showed negative ones, and there were significant gender differences in some of the traits. Universities should attach importance to the guidance and cultivation of critical thinking tendencies among undergraduate medical student, especially the gender differences of each trait, and students' feedback while cultivating critical thinking.

Key words： Students, medical; Undergraduate education; Critical thinking; Current situation; Improvement strategies

参考文献

[1] 韩仰, 冯丹丹, 周艳, 等. 医学学术型研究生新生批判性思维能力现状调查[J].基础医学教育,2022,24(4):304-308. DOI: 10.13754/j.issn2095-1450.2022.04.19.
[2] Royce CS, Hayes MM, Schwartzstein RM. Teaching critical thinking: a case for instruction in cognitive biases to reduce diagnostic errors and improve patient safety[J]. Acad Med, 2019,94(2):187-194. DOI: 10.1097/ACM.0000000000002518.
[3] Richards JB, Hayes MM, Schwartzstein RM. Teaching clinical reasoning and critical thinking: from cognitive theory to practical application[J]. Chest, 2020,158(4):1617-1628. DOI: 10.1016/j.chest.2020.05.525.
[4] 李庆艳. 批判性思维特质研究综述[J].成都教育学院学报,2006,20(1):111-112,128. DOI: 10.3969/j.issn.1674-6120.2006.01.040.
[5] Liao HC, Wang YH. Integrating the gender perspective into literature studies to enhance medical university students' gender awareness and critical thinking[J]. Int J Environ Res Public Health, 2020,17(24):9245. DOI: 10.3390/ijerph17249245.
[6] 汪洋, 沈红. 我国本科生批判性思维能力增值的性别差异研究[J].重庆高教研究,2022,10(2):60-74. DOI: 10.15998/j.cnki.issn1673-8012.2022.02.007.
[7] Urhan E, Zuriguel-Perez E, Harmancı Seren AK. Critical thinking among clinical nurses and related factors: a survey study in public hospitals[J]. J Clin Nurs, 2022,31(21-22):3155-3164. DOI: 10.1111/jocn.16141.
[8] Furlan L, Francesco PD, Costantino G, et al. Choosing Wisely in clinical practice: embracing critical thinking, striving for safer care[J]. J Intern Med, 2022,291(4):397-407. DOI: 10.1111/joim.13472.
[9] 彭美慈,汪国成,陈基乐,等.批判性思维能力测量表的信效度测试研究[J].中华护理杂志,2004,39(9):644-647.
[10] 陈子旭, 罗自强. 利用基础医学创新思维训练选修课程培养医学生批判性思维的实证研究[J].中华医学教育杂志,2022,42(1):24-28. DOI: 10.3760/cma.j.cn115259-20210602-00708.
[11] 章雅青, 李丽莎, 陈颖, 等. 医学生批判性思维能力影响因素的多元回归分析[J].上海交通大学学报(医学版),2010,30(8):986-990. DOI: 10.3969/j.issn.1674-8115.2010.08.028.
[12] Zhang P, Dingle L, Mazur E. Peer Instruction in introductory physics: a method to bring about positive changes in students' attitudes and beliefs[J]. Phys Rev Phys Educ Res, 2017,13:010104. DOI:10.1103/PhysRevPhysEducRes.13.010104.
[13] 许晓川. 儒家文化传统对师生关系的负面影响[J].晋阳学刊,2003(4):36-38. DOI: 10.3969/j.issn.1000-2987.2003.04.010.
[14] 张治国, 赵梦莹, 揭雯钧, 等. 武汉市某医学院本科生批判性思维问题分析能力的影响因素分析[J].医学与社会,2022,35(4):100-105. DOI: 10.13723/j.yxysh.2022.04.020.
[15] 周会兰. 不同性别全日制护理本科生批判性思维倾向比较[J].护理学报,2010,17(12):19-21. DOI: 10.3969/j.issn.1008-9969.2010.12.007.
[16] 燕浩, 冯延琴, 鱼云霞. 大学新生批判性思维倾向的个体差异研究[J].淮海工学院学报(人文社会科学版),2017,15(9):122-126. DOI: 10.3969/j.issn.2095-333X.2017.09.033.
[17] 彭贤, 马素红, 李秀明. 大学生认知风格的性别差异[J].中国健康心理学杂志,2006,14(3):299-301. DOI: 10.3969/j.issn.1005-1252.2006.03.022.
Options
文章导航

/

〈 〉