目的 探讨不同来源医学英语专业本科生专业承诺和职业成熟度情况,并对其相关性进行分析。方法 采用问卷调查方法。于2018年11月,选取新乡医学院2015级~2018级四年制医学英语专业206名本科生为研究对象,采用大学生专业承诺量表和大学生职业成熟度量表进行问卷调查,了解性别、调剂专业、年级等指标在专业承诺和职业成熟度上的差异,并分析其专业承诺和职业成熟度之间的相关性。结果 各年级职业成熟度评分分别为:2015级学生(3.30±0.43)分,2016级学生(3.14±0.47)分,2017级学生(3.23±0.27)分,2018级学生(3.33±0.44)分。分析发现,医学英语专业本科生的专业承诺和职业成熟度在性别、是否独生子女、是否城镇生源指标上差异均无统计学意义(均P＞0.05),但是否调剂专业学生的专业承诺差异具有统计学意义[(3.26±0.48)分比(3.45±0.46)分,P＜0.01]。年级间专业承诺差异无统计学意义(F=0.403,P=0.751),但职业成熟度差异有统计学意义(F=2.679,P=0.048),除继续承诺维度与职业成熟度呈负相关(r=-0.093,P=0.184)外,专业承诺的情感承诺(r=0.271,P＜0.01)、理想承诺(r=0.368,P＜0.01)和规范承诺(r=0.167,P=0.017)3个维度均与职业成熟度呈正相关。结论 医学英语专业本科生的职业成熟度和专业承诺在不同群体间表现出各自特点,高校应当针对性地加以教育引导,以更好地培养医学英语专业人才。

Objective To detect the differences of professional commitment and career maturity of medical English majors from different sources, and analyze the correlation between them. Methods In November 2018, 206 four-year students from freshmen to senior of medical English majors in Xinxiang Medical University were selected as the subjects of this study. Questionnaires of College Students' Professional Commitment Scale and College Students' Career Maturity Scale were conducted to observe the potential difference of professional commitment and career maturity in gender, grade, one child family or not, urban or rural areas, whether adjusting majors and changing majors or not, and to analyze the correlation between them. Results The scores of professional commitment from freshmen to senior were (3.33±0.44), (3.23±0.27), (3.14±0.47), (3.30±0.43), respectively. There was no significant difference in professional commitment and career maturity among Medical English majors students in terms of gender, one child family or not, urban or rural areas, whether changing majors or not (all P＞0.05), however, there was significant difference in adjusting majors or not [(3.26±0.48)vs (3.45±0.46),P＜0.01]. There was no significant difference in professional commitment among different grades (F=0.403, P=0.751), but there was significant difference in career maturity (F=2.679, P=0.048). Apart from the negative correlation (r=-0.093,P=0.184)between continuing commitment and career maturity, emotional commitment, ideal commitment and normative commitment of professional commitment were positively correlated with career maturity (respectively: r=0.271,P＜0.01; r=0.368,P＜0.01; r=0.167,P=0.017). Conclusions Medical English undergraduates' professional commitment and career maturity show their own characteristics in different people. Colleges and universities should give targeted education and guidance, in order to train professionals better.