目的 了解新型冠状病毒肺炎疫情期间不同年级组的医学生居家网络学习与生活状况,提出改进网络学习的建议,以期进一步完善医学生网络课程。方法 本研究采用问卷调查方法,以2020年3月5日至3月7日填写线上调查问卷的华中科技大学同济医学院284名学生为研究对象,通过Mann-Whitney U检验、卡方检验和logistic回归方法对调查数据进行分析。结果 教学年级组和实习年级组学生在焦虑和紧张[1.0(1.0), 2.0(2.0)]、无规律学习[2.0(2.0), 2.0(2.0)]等心理和生活状态的评分差异具有统计学意义(P<0.05)。85.9%(244/284)的学生认为不受场地限制为网络课程的最大优势,但教学年级组和实习年级组学生对此优势的认知[58.5%(166/284), 27.5%(78/284)]差异具有统计学意义(P<0.05)。最受学生认可和喜欢的网课平台是录播课程平台[72.2%(205/284)]。优质的网络资源条件(OR=5.64, 95% CI=1.21~26.43)、有网课经历(OR=1.88,95%CI=1.05~3.38)等能够显著提高学生对网络学习的接受度。结论 不同年级组的学生在心理和生活状态、对网络课程优势的认知、网络课程平台选择等方面存在差异;拥有不同资源条件的学生对网络学习的接受度不同。应考虑不同年级组学生对网络课程需求的差异,为学生提供优质的网络资源和教材资源。

Objective To find the current situation of online learning as well as emotional state of medical students in different grade groups during COVID-19 pandemic,and put forward suggestions for improving network learning through optimize the online courses. Methods The method of questionnaire was adopted. A total of 284 medical students from Tongji Medical College of Huazhong University of science and technology, who completed the online questionnaire from March 5 to March 7, 2020, were selected as the research objects. The data were analyzed by Mann Whitney U test, chi square test and logistic regression method. Results The scores of anxiety and tension [1.0 (1.0), 2.0 (2.0)], irregular learning [2.0 (2.0), 2.0 (2.0)] and other psychological and life states of the students in the teaching grade group and the internship grade group were statistically significant (P < 0.05). There are 85.9% (244/284) of the students thought that the biggest advantage of online learning was not been limited by the venue, but there was significant difference between the students from teaching grade group and the students from internship grade group [58.5% (166/284), 27.5% (78/284)] (P< 0.05). The most recognized and favorite online course platform for students is recorded and broadcast course platform [72.2% (205/284)]. High quality network resources (OR=5.64, 95% CI=1.21~26.43) and experience in online courses (OR=1.88,95%CI=1.05~3.38) can significantly improve students' acceptance of online learning. Conclusions Students in different grades vary with psychological and living conditions, cognitive advantages of online learning, preference of online course platform; students with different resources have different acceptance of online learning. The needs of students in should be well evaluated and so to provide them with high-quality network resources and teaching materials.