目的 了解山西医科大学临床医学专业本科生的线上学习态度及其影响因素,为改进线上教学模式提供依据。方法 2020年2月,提取“中国临床医学本科生在线学习情况”问卷调查中山西医科大学学生的调查数据,采用χ²检验、无序多分类logistic回归等方法进行分析。结果 88.5%(4 327/4 892)的学生对线上教学持肯定态度。三年级学生认为在线教学有一定作用的可能性是一年级学生的0.66倍(OR=0.66, 95%CI=0.51~0.86),对直播授课熟悉的学生认为在线教学作用明显的可能性是不熟悉者的1.85倍(OR=1.85, 95%CI=1.23~2.78),对MOOC熟悉的学生认为在线教学作用明显的可能性是不熟悉的学生的1.74倍(OR=1.74, 95%CI=1.16~2.61),认为在线教学不会增加学习负担的学生,认同在线教学作用明显的可能性是认为在线学习会增加学习负担的学生的2.57倍(OR=2.57, 95%CI=1.89~3.48);对在线学习非常感兴趣的学生认为在线教学作用明显的可能性是非常不感兴趣的学生的6.38倍(OR=6.38, 95%CI=3.67~11.11);非常会有意识地选择网络资源进行学习的学生,认为在线教学作用明显的可能性是完全不会选择网络资源学习的学生的23.09倍(OR=23.09, 95%CI=4.63~115.26)。结论 临床医学专业本科生整体对线上教学持肯定态度,其所在年级、以往在线学习经历和自身的学习特征是线上学习态度的影响因素。

Objective To evaluate the online learning attitude and its influencing factors of clinical medicine undergraduates in Shanxi Medical University, and to provide a basis for improving the online education mode. Methods On February 2020, the survey data “online learning situation of Chinese clinical medical undergraduates” from the Shanxi Medical University was collected, and were analyzed by χ² test and unordered multi classification logistic regression. Results Among 4 892 students, 88.5%(4 327/4 892)of them believed that online learning had obvious effect. The third grade students were 0.66 times more like the online teaching than the first grade students (OR=0.66, 95% CI=0.51~0.86). The students who were familiar with live teaching mode acknowledged that online teaching had obvious effect were 1.85 times (OR=1.85, 95% CI=1.23~2.78) of those who were not familiar with the on-line mode. The students who were familiar with MOOC were 1.74 times (OR=1.74, 95% CI=1.16~2.61) more likely to believe that online teaching had obvious effect than those who were not familiar with MOOC. For those who believed that online teaching would not increase learning burden, the possibility of recognizing that online teaching had a obvious effect were 2.57 times (OR=2.57, 95% CI=1.89~3.48) of those who believed that online learning would increase learning burden. The students who were very interested in learning believed that online teaching had obvious effect were 6.38 times (OR=6.38, 95% CI=3.67~11.11) of those who were not very interested. The students who very consciously choosed network resources for learning thought that online teaching had obvious effect were 23.09 times (OR=23.09, 95%CI=4.63~115.26) of those who did not choose network resources at all. Conclusions Clinical students had a positive attitude towards online teaching on the whole. Grade, previous online learning experience and learning characteristics of students were the influencing factors of online learning attitude.