目的 为了科学评估医学生综合素质。方法 采用自编问卷调查某医科大学2138名医学生的综合素质,并对一年级学生追踪一年(每半年评估一次),分别应用配对t检验、重复测量的方差分析和数据包络分析3种方法分析调查结果。结果 医学生综合素质总分为(0.93±0.04)分;各项素质得分从高到底依次为心理、专业、身体、思想道德、基本能力、科学文化素质。相比第一次评估,第二次评估医学生的科学文化、心理、基本能力素质得分提高,而专业、身体素质得分下降。素质教育后,医学生的综合素质及6项单项素质得分都有提高,综合素质总分提升最大。结论 调查结果的横向比较有助于总体把握学生素质状态和特征,纵向比较有助于验证素质教育的阶段性效果,揭示素质教育对学生发展有积极的影响,学生总体主观努力程度较高。

Objective To scientifically evaluate medical students' comprehensive quality. Methods Self-made questionnaires was used to survey in 2138 students of some medical universities(latitude study). The freshmen were evaluated every 6 months, and the results were analyzed (longitude study) respectively with paired test, repeated measures of ANOVA and data envelopment analysis. Results The comprehensive quality score of the medical students was (0.934±0.037), and the ranking of the concrete qualities was: psychology>specialty>body>morality>basic ability>science-culture. The comparison between adjacent evaluations showed that science-culture, psychology and basic ability quality in the second evaluation were advanced relative to those in the first, still specialty and body quality were on the contrary. The comparison among the three evaluations showed that thecomprehensive quality and all the concrete qualities were boosted of different magnitudes and the comprehensive quality was improved in general, especially in the later period. Conclusions The latitude study is contributed to generally grasp the quality’ status and characteristics of medical students. In longitude study, the effects of quality education in different stages are gotten and quality education is showed effectively, the subjective efforts of students are good as well.