目的 了解医学生对跨专业合作学习的准备程度,以期为跨专业教育的实施提供依据。方法 2018年8月至2019年8月,选取北京市某三甲医院实习或见习的471名医学生作为调查对象。采用中文版跨专业合作学习准备量表、人际交往能力问卷对医学生进行现状调查。结果 471名医学生的跨专业合作学习准备得分为(72.45±9.82)分,护理学、临床医学和其他专业(包括基础医学、预防医学等专业)医学生的跨专业合作学习准备水平差异有统计学意义[(76.02±0.64)分、(71.16±0.59)分比(70.74±1.68)分,F=12.388, P<0.01]。多元逐步线性回归结果显示,年龄、性别、专业、在校时间、人际交往能力是跨专业合作学习准备程度得分的影响因素(调整R2=0.125,F=14.479,P<0.01)。结论 医学生的跨专业合作学习准备程度总分处于中等水平,医学生对自身职业的认同及对角色和职责的认知有待提高。医学教育者可为医学生搭建跨专业合作学习的平台,逐步培养其跨专业合作学习的能力。
Objective To understand the medical students' readiness for trans-discipline learning. Methods All 471 medical students from the three top hospitals in Beijing were selected as the objects of the survey from August 2018 to August 2019. General Information Questionnaire, Chinese Version of Readiness for trans-discipline Learning Scale, and trans-discipline Communication Ability Questionnaire were used to investigate the current situation of medical students. Results The scores of the 471 medical students' readiness for trans-discipline learning were 72.45±9.82, there are differences in the level of RIPLS among medical students of different majors (76.02±0.64,71.16±0.59 vs. 70.74±1.68,F=12.388, P<0.01).The results of level analysis showed that the scores of medical students with different age, gender, major, school duration and communication skills had statistically significant differences (F=14.479,P<0.01). Conclusions The medical students' readiness for trans-discipline learning is ranked at the middle level. The recognition of occupation, their roles and responsibilities of medical students need to be improved.
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