目的 了解少数民族医学生学业及其校园生活情况,为提高少数民族医学生培养质量提供思路。方法 采用问卷调查方法,自编问卷于2021年12月对南京医科大学、南京中医药大学和徐州医科大学2016至2020级72名少数民族医学生进行调查,并对调查结果进行描述性统计分析。结果 60名(83.3%)学生认为自己存在学习困难,其中43名(71.7%)认为困难主要源于其知识基础薄弱;分别有53名(73.6%)和46名(63.9%)学生希望增设专业知识强化课程和专业技能培训课程;53名(73.6%)学生赞同学校适当调整培养标准;71名(98.6%)学生认为设立少数民族学生专项奖学金或在评奖评优方面给予政策倾斜有助于激发其学习积极性;70名(97.2%)学生认为少数民族身份对其校园生活并未产生消极影响,分别有33名(45.8%)和32名(44.4%)学生认为其校园生活困扰来源于文化差异和生活习惯;41名(56.9%)学生了解并认为学校在推动民族文化融合方面的措施有助于其融入校园生活;72名(100.0%)学生毕业后考虑就业,分别有51名(70.8%)和54名(75.0%)学生将地域和工资福利作为就业的优先考虑因素。结论 少数民族医学生普遍存在学习困难,且多是因为知识基础薄弱,他们希望学校开设针对性的专业强化课程并实施教育优惠政策。尽管少数民族身份并未对学生的校园生活产生消极影响,但是学生仍然受到文化差异和生活习惯的困扰且从校园民族融合措施中受益有限。学生毕业后倾向于就业,地域和工资福利是影响其就业选择的主要因素。

Objective To understand the academic and campus life of ethnic minority medical students and provide ideas for improving their training quality. Methods A self-administered questionnaire was used to survey 72 ethnic minority medical students from grade 2016 to 2020 at Nanjing Medical University, Nanjing University of Traditional Chinese Medicine, and Xuzhou Medical University in December 2021, and the results of the survey were analyzed with descriptive statistics. Results Learning difficulties were reported by 60(83.3%) students, of which 43(71.7%) attributing this to a lack of foundational knowledge. Additional specialized knowledge enhancement courses and professional skills training were desired by 53(73.6%) and 46(63.9%) students, respectively. Appropriate adjustments to training standards were supported by 53(73.6%) students. Special scholarships for ethnic minority students or policies favoring them in the evaluation of prizes and merits were considered beneficial for stimulating learning enthusiasm by 71(98.6%) students. Ethnic minority status was not seen as a negative impact on campus life by 70(97.2%) students, although cultural differences and living habits were challenging for 33(45.8%) and 32(44.4%) students, respectively. School initiatives to promote ethnic cultural integration were recognized as helpful by 41(56.9%) students. All students (100.0%) considered employment after graduation. Region and salary benefits were regarded as priority considerations for employment by 51(70.8%) and 54(75.0%) students, respectively. Conclusions Ethnic minority medical students generally encountered learning difficulties because of weak foundational knowledge. They aspired for the establishment of targeted professional enhancement courses and the implementation of educational preferential policies by the school. Although their ethnic minority status did not negatively impact their campus life, they still experienced challenges from cultural differences and lifestyle habits. Students benefited to a limited extent from campus ethnic integration initiatives. Following graduation, students tended to seek employment, with geographic location and salary benefits being the primary factors influencing their employment choices.