Abstract: Objective To explore the correlations among learning belief, professional identity, learning satisfaction and learning outcome of medical students. Methods From October 2021 to April 2023, 240 medical students from Wuhan University were selected as the research subjects by cluster sampling method, and a cross-sectional survey was conducted on their learning belief, professional identity, learning satisfaction and learning outcome. Pearson correlation analysis was used to explore the correlation between potential variables, further assuming their action paths, and verifying them by structural equation modeling. Results The scores of learning belief, professional identity, learning satisfaction and learning outcome of medical students were (137.41±15.62), (120.14±16.54), (64.13±10.16), and (57.31±7.99), respectively, with significant positive correlations among the variables (r = 0.50~0.68, all P<0.05). Learning belief (β= 0.63, P<0.001) and professional identity (β=0.30, P=0.007) had direct positive effects on learning outcome, professional identity had an indirect positive effect (β=0.50, P<0.001) on learning outcome through learning belief, and learning satisfaction had an indirect positive effect (β= 0.64, P<0.001) on learning outcome through professional identity. Conclusions Learning belief and professional identity have direct positive effects on learning outcome, and learning satisfaction has an indirect positive effect on learning outcome.    

Key words: Students, medical, Learning belief, Professional identity, Learning satisfaction, Learning outcome