目的 了解医学研究生碎片化学习现状,探讨碎片化学习在医学研究生学习中的优势及其存在的问题。方法 本研究采用问卷调查方法。2019年5月,选取上海交通大学医学院2019级14个专业的293名医学研究生为研究对象,对其进行医学专业碎片化学习现状的问卷调查。通过SPSS 25.0统计学软件对数据进行分析。结果 79.5％(233/293)的研究生存在碎片化的学习行为;65.9%(193/293)的研究生认为碎片化学习对其专业学习利大于弊;59.7%(175/293)的研究生表示碎片化学习在学习方面提供的帮助有限。医学研究生认为碎片化学习在医学专业学习中具备的前3位优势是:碎片化学习有效利用了碎片时间[83.3%(244/293)];学习资源丰富[59.7%(175/293)];知识新颖,时效性强[50.5%(148/293)]。碎片化学习在研究生中存在的主要问题排在前3位的是:知识掌握不牢固 [68.3%(200/293)];学习内容不系统[63.1%(185/293)];时间被分割,难以集中注意力[46.8%(137/293)]。结论 医学研究生中普遍存在碎片化的学习行为,但其碎片化学习能力有待提高;碎片化学习具有提高时间利用率、学习资源丰富、知识新颖的优势,但是研究生的碎片化学习效率和学习效果均有待提高。

Objective To define the current situation of fragmented learning by medical graduates so to explore the strengthens and weakness of fragmented learning by medical graduates. Methods A questionnaire was adopted. In May 2019, 293 medical graduate students from 14 specialties enrolled in 2019 by Shanghai Jiaotong University Medical College were selected as the research objects to conduct a questionnaire survey on the status of medical fragmentation learning. Analysis of data was performed by SPSS 25.0. Results The results showed that 79.5% (233 / 293) medical graduates have experienced fragmented learning and 65.9% (193 / 293) students believed that the strengthens of fragmented learning are greater than the weakness, but 59.7% (175 / 293) students complained of limited impact to their learning by the fragmented method. The positive response from students mainly come from following points: smart learning because of fragmented time [83.3% (244 / 293)]; rich resources to support the learning [59.7% (175 / 293)]; the knowledge is always up-dated based on academic development [50.5% (148 / 293)]. The negative response from the students mainly come from following points: the knowledge is not firmly grasped [68.3% (200 / 293)]; the learning pathway and sequence are not well-organized as a new system [63.1% (185 / 293)]; the fragmented learning method prevented learners from focusing on the key points of knowledge [46.8% (137/293)]. Conclusions Fragmented learning is universal in medical graduate students, but the ability of fragmentation learning needs to be improved. Fragmented learning has the advantages of optimizing the time schedule and getting more learning resources. However, the efficiency and the learning outcome of this method still need to be improved.