目的 分析影响医学硕士研究生自我效能感的影响因素,为提升在线教育质量提供参考。方法 2022年6至7月开展全国医学应届毕业研究生教育满意度调查,选取其中来自49所院校的6 704名有上网课经历的医学硕士研究生为研究对象。采用t检验和方差分析比较自我效能感、在线学习投入和外界支持自评评分在个人特征上的差异;采用多元线性逐步回归方法分析医学硕士研究生自我效能感的影响因素。结果 医学硕士研究生自我效能感评分为(3.81±0.96)分、在线学习投入评分为(4.00±0.95)分、外界支持评分为(4.27±0.83)分。医学硕士研究生的自我效能感、在线学习投入和外界支持两两之间均呈正相关(均P＜0.001)。医学硕士研究生的在线学习投入(β=0.53,P＜0.001)与外界支持(β=0.16,P=0.008)是其自我效能感的影响因素。结论 医学硕士研究生的自我效能感有待提高,可以通过制定有效教学措施、加强师生互动和提供外界支持等促进医学硕士研究生的在线学习投入,以此提升其自我效能感,进而提高在线教育质量。
朱睿
,
金鑫
,
贾金忠
,
温明月
,
朱泉熔
,
林皇涛
,
石培瑶
,
梁志生
,
徐明
. 医学硕士研究生自我效能感影响因素研究[J]. 中华医学教育杂志, 2024
, 44(9)
: 693
-697
.
DOI: 10.3760/cma.j.cn115259-20230730-00058
Objective To analyze the influencing factors affecting the self-efficacy of medical master's degree students and to inform future improvement of the quality of online education. Methods A national survey on the educational satisfaction of recent medical graduate students was conducted from June to July 2022, in which 6 704 medical master's degree students from 49 institutions with online class experience were enrolled. The t-test and ANOVA were used to compare the differences in personal characteristics of self-efficacy, online learning engagement and external support self-assessment scores; and multiple linear stepwise regression was used to analyze the influencing factors of self-efficacy of medical master's degree students. Results The self-efficacy score of medical master's degree students was (3.81±0.96), the online learning engagement score was (4.00±0.95), and the external support score was (4.27±0.83). There was a positive correlation between self-efficacy, online learning engagement and external support of medical master's degree students (all P<0.001). Online learning engagement (β=0.53, P<0.001) and external support (β=0.16, P=0.008) were the influencing factors of self-efficacy among medical master's students. Conclusions The self-efficacy of medical master's degree students needs to be improved, and the online learning input of medical master's degree students can be promoted through the development of effective teaching measures, the enhancement of teacher-student interaction, and the provision of external support to improve self-efficacy, and then improve the quality of online education.
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