目的 比较临床医学专业非中国大陆学生与中国大陆学生的学情差异,为促进非中国大陆学生成长提供参考。方法 采用中国大学生学习性投入调查问卷,在2022年11月至2022年12月期间调查暨南大学临床医学专业非中国大陆学生与中国大陆学生的学习情况,对两类学生的学情数据进行统计分析,并通过t检验确认两组学生间差异。结果 临床医学专业非中国大陆学生学业挑战度评分[(477.88±134.64)分]低于中国大陆学生[(547.79±121.96)分],校园环境支持度评分[(489.02±119.82)分]低于中国大陆学生[(538.12±131.60)分],其差异均具有统计学意义(均P<0.001)。非中国大陆学生比中国大陆学生在主动合作学习水平[(293.90±101.83)比(287.65±107.76)]、生师互动[(264.26±166.51)比(258.80±176.20)]和教育经验丰富度[(718.29±200.13)比(707.59±194.23)]3个方面,两类学生评分相比,其差异均无统计学意义(均P>0.05)。结论 非中国大陆学生的学业挑战度和校园环境支持度评分低于中国大陆学生,需要加强非中国大陆学生的学业要求,提高满意度,以便促进他们的学业进步,使其获得更好的成长。

Objective To compare the differences of student engagement between non-mainland students and mainland medical students, so as to inform future improvement of non-mainland students' academic development. Methods The China national survey of student engagement was used to evaluate the non-mainland and mainland medical students at Jinan University from November 2022 to December 2022. Results The level of academic challenge of non-mainland medical students (477.88±134.64) was significantly lower than that of mainland students (547.79±121.96). The total scores of the supportive campus environment of non-mainland students (489.02±119.82) were also significantly lower than those of mainland students (538.12±131.60)(all P<0.001). In terms of active cooperative learning level [(293.90±101.83) vs.(287.65±107.76)], student teacher interaction [(264.26±166.51) vs. (258.80±176.20)], and educational experience richness [(718.29±200.13) vs. (707.59±194.23)], there was no statistically significant difference in total scores between the two types of students (all P>0.05). Conclusions The levels of academic challenge and supportive campus environment for non-mainland students were lower than those of mailand students. It is necessary to strength the academic requirements of nan-mailand students, and improve their satisfaction, so as to promote their academic development and achieve better growth.